This research study was a netnographic exploration of teachers’ attitudes and perspectives regarding running records, a ubiquitous literacy assessment in many elementary classrooms. As education reform centers testing and excessive forms of accountability, the running record, designed as a qualitative teaching tool, has instead entered the ranks as a standardized assessment tool, leading to a narrow view of literacy and reductive discourses of reading and readers. Pre-packaged materials saturate the curriculum, and professional learning within schools is centered around training for materials rather than teacher learning. As such, teachers use social media communities to pursue their own learning needs and to collaborate and connect with other teachers. By exploring one such social media group on Facebook, this study employed a discourse theory and queer theory lens to investigate the ways in which teachers take up discussions of running records and how those discussions circulated dominate discourses of schooling, situated within the broader context of neoliberal education politics. The social media group was observed May to December 2022, and I observed 240 posts in the group pertaining to running records. Data analysis included both topic analysis and discourse analysis. Teachers discussed a wide range of topics regarding running records within the group. Queries about how to administer running records were most frequent, which highlighted the de-professionalization of teachers and the framing of teachers as followers of manuals. Questions about customer service for curricular products were also among the most frequent, which highlighted the role capitalism plays as a force in neoliberal education policy and its influence on standardization. Throughout teachers’ posts and the ensuing comments on posts, a discourse analysis of many posts revealed the stealthy ways in which dominant discourses of education circulate in common language throughout the group. This study adds to the still nascent body of research on teacher learning on social media as well as the body of research on teacher education and the field of literacy. Teacher educators, facilitators of professional development, and school and district leaders should be mindful and planful for the reality that many teachers will look for community and “professional learning” on social media. Additionally, they should leverage these opportunities while simultaneously designing learning experiences for teachers that build capacity in teachers rather than assuming teachers lack knowledge and “need training.” Education researchers and state and district leaders should continue to mine social media to further examine teachers and their perspectives on literacy education as it offers windows into the issues teachers are facing and may offer guidance on how to support teachers and their students.

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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.

The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.

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 / M.A.

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)

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)

Thesis (DEd)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Language is central to everyone's life, forms part of personal growth, interaction with others, and provides access to learning and development. In a multilingual country like South Africa a learner is not only expected to have a high level of proficiency in his mother tongue, but also in a second language. Investigations into the literacy proficiency of learners in the Foundation Phase, reveal that learners cannot read sufficiently well at the end of Grade 3. These investigations therefore focus attention on the instruction of literacy. The Revised National Curriculum Statement (2002) proposes that a balanced approach be adapted so that learners can develop skills and strategies to decipher the "code" of written language. The object of this study is to develop a theoretically founded Literacy programme for Grade R learners, which will equip them, in an informal and enjoyable manner, with an understanding of the concept of writing and getting to know the symbols of writing. This can be used as an alternative system of indications in initial reading for Grade 1. The focus of literary review is specifically directed towards two approaches in literacy, namely the holistic approach and the phonics approach. The holistic approach deals with literacy development unitarily and emphasizes concept formation, following a topdown process in reading instruction. The point of departure of the proponents of the phonics approach is that preparation for reading is done directly with written language. This approach proposes a bottom-up process. Phonemic awareness with letter-sound correspondence is instructed explicitly, directly and systematically prior to, and independently, of reading instruction. A positive attitude regarding reading and books is very important in the development of literacy and as much as 50% of attention in presentations ought to focus on establishing positive attitudes. To accomplish this, presentations should be planned according to the principles of early child development in terms of which the learners' level of development, capabilities, needs and fields of interest are taken as the point of departure. The empirical investigation in this study comprises a case study of a Grade R class. An intervention programme, in which the focus fell upon letter-sound correspondence, was implemented during the case study. The lessons introduced letter-sound correspondence, which was directly linked to the existing Literacy Curriculum being applied in Grade R at the time. A balanced approach, in terms of which components of both approaches in literacy development were incorporated, was followed. How a young child learns and attains a grasp of the world about him was thoroughly taken into account in the design of the intervention programme. No formal supervision was included in the intervention programme, but objective data were obtained through a thorough literature study, participatory observation by different observers and interviews with several role players. Grade R learners are eager to learn, are at a very impressionable stage of their lives and want to know more about writing and books. These learners were motivated so that they participated enthusiastically in the programme. Positive attitudes were inculcated and they eagerly commenced Grade 1. / AFRIKAANSE OPSOMMING: Taal staan sentraal in elkeen se lewe; nie aileen vorm dit deel van sy persoonlike groei en sy interaksie met ander nie, maar dit is ook sy toegang tot leer en ontwikkeling. In 'n veeltalige land soos Suid-Afrika word nie net 'n hoe taalbevoegdheidsvlak in die leerder se huistaal verwag nie, maar ook in 'n tweede taal. Ondersoeke na die geletterdheidsvermoens van leerders in die Grondslagfase, wat bevind dat leerders aan die einde van Graad 3 nie behoorlik kan lees nie, vestig die aandag op die onderrig van geletterdheid. Die Hersiene Nasionale Kurrikulumverklaring (2002) stel voor dat 'n gebalanseerde benadering gevolg word sodat die leerder vaardighede en strategiee kan ontwikkel om die "kode" van geskrewe taal te ontsluit. Die doelstelling van hierdie studie is om 'n teoreties gefundeerde Geletterdheidsprogram vir Graad R-Ieerders te ontwikkel wat die jong leerder toerus om die konsepte van skrif te verstaan, skrifsimbole op 'n informele en genotvolle wyse te leer ken sodat dit as 'n alternatiewe aanwysingsisteem gebruik kan word in aanvangslees in Graad 1. Die literatuuroorsig vestig die aandag veral op twee benaderings in die geletterdheidsveld, naamlik die holistiese benadering en die fonetiese benadering (phonics). Die holistiese benadering hanteer geletterdheidsontwikkeling as 'n eenheid, beklemtoon begripsvorming en volg 'n bo-na-onder-proses in leesonderrig. Voorstanders van die fonetiese benadering gaan egter van die standpunt af uit dat voorbereiding vir lees direk met geskrewe taal gedoen word en beveel 'n onder-na-boproses aan. Dit word aanbeveel dat fonemiese bewustheid met letter-klankkorrespondering eksplisiet, direk en sistematies onderrig word voor en onafhanklik van leesonderrig. . 'n Positiewe ingesteldheid ten opsigte van lees en boeke is krities belangrik in. die ontwikkeling van geletterdheid en tot soveel as 50% van die klem in aanbiedinge behoort op die vestiging van positiewe houdings te fokus. Om dit te bewerkstellig word aanbiedinge volgens die beginsels van vroeekindontwikkeling beplan deurdat die leerder se ontwikkelingsvlak, sy verrnoens, behoeftes en belangstellingsveld as vertrekpunt geneem word. Die empiriese ondersoek van hierdie studie behels 'n gevallestudie by 'n Graad R-klas. 'n Intervensieprogram wat op letter-klankkorrespondering fokus, is tydens die gevallestudie ge"lmplementeer. Die lesse het letter-klankkorrespondering bekend gestel en sluit direk aan by die bestaande Geletterdheidskurrikulum wat alreeds in Graad R toegepas word. 'n Gebalanseerde benadering is nagestreef deurdat komponente van albei benaderings ge·inkorporeeris. Die wyse waarop die jong kind leer en hoe hy begrip van die wereld am hom verkry, is deeglik in die antwerp van die intervensieprogram in ag geneem. Geen formele toetsing is in die intervensieprogram ingesluit nie, maar objektiewe data is verkry deur 'n grondige literatuurstudie, deelnemende observasie deur verskillende waarnemers asook onderhoude met verskillende rolspelers. Die Graad R-Ieerders wat leergierig en op 'n baie ontvanklike stadium van hul lewe is en graag van skrif en boeke wil weet, was gemotiveerd en het met oorgawe aan die program deelgeneem. Positiewe houdings is gekweek en die leerders kon Graad 1 met entoesiasme aanpak.

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

The purpose of the study was to describe a family literacy program attempting to teach adult English language learners (ELL) the knowledge and skills that would allow them to support their children's learning at home. The methodology employed was a multi-case study. Fourteen adult participants were interviewed to gather information regarding the factors that influenced the adult participant's ability to support their child's learning prior to participation in the family literacy program. The study focused on the knowledge, skills and attitudes acquired in the literacy program and used to support their child's learning at home and the curriculum and instruction that the participants used to influence their child's learning. The methodology used to gather information included adult English language learner interviews, field observations, and contact analysis of lesson plans. The following conclusions were derived based on analysis of the data: 1. In the family literacy program that was studied, the only prior factor that appeared to influence the parent's ability to support their child's learning was the education level of the participant. 2. Pronunciation, conversation, listening, grammar and writing are are essential skills that ELL parents use to support their child's learning. Attitudes were directly affected by the participants' ability to master the English language in order to be able to guide their children through the U.S. educational system. 3. The curriculum supported the learning; however the instruction was vital to modeling the procedures for learning that the participants used to support their children's success in school. 4. Regardless of other factors such as marital status, occupation, and other variations in family background, all participants based their ability to support their child's learning on their own ability to master the English language.