The overall aim of this doctoral thesis is to increase knowledge and understanding of special needs education in rural schools. More specifically, the purpose of this thesis is to examine and analyse the enabling and constraining conditions in special needs education for the mission of class teachers', principals' and special educators'. To fulfil this purpose, the following research question is posed: What are the enabling and constraining conditions for special needs education and its organisation, and what meanings are given to special needs education in rural schools? In order to meet this aim four studies were conducted in a total of 58, mainly Swedish rural schools. The schools were spread out geographically and represented both public and independent rural schools. The empirical data consists of interviews, observations and questionnaires. The method of analysis was mainly qualitative content analysis. Descriptive statistics were also used. The first study (Article 1) examines class teachers' conditions for supporting pupils with special educational needs in seven rural schools in Sweden, Norway and Finland. The main results of the interview study are summarized into four themes; relationship, collaboration, distance and concern. The second study (Article II) investigates how principals in rural Swedish schools organize special needs education. A web questionnaire was answered by 45 principals. The results show that the principals balance between an individual approach to special needs and a flexible way of organizing special needs education. The third study (Article III) examines how special educators' expertise in educational consultation is utilized in order to support professional development of class teachers who work in rural schools with diverse pupil groups. Three authentic consultation sessions were observed and analysed. The results show that consultation as a support strategy enables the class teachers to support pupils with special educational needs and strengthens professional collaboration between special educators and class teachers. The fourth study (Article IV) investigates what meanings educators working as principals in independent rural schools attach to special needs education. The data collection instrument was a questionnaire with open-ended questions. According to the principals' special needs education is an activity aimed at supporting all pupils' learning and development. The results also show that the independent schools have strong ties to the surrounding community. The thematic analysis of the four studies displays two main concepts; inner force and outer pressure. These concepts illustrate the enabling as well as the constraining conditions for special needs education in rural schools. The inner force stems from relationships, familiar atmosphere, the possibilities to meet all pupils' needs, collaboration and flexible ways of organizing the educational activities, while the outer pressure stems from threats of school closure, lack of resources and unappreciative municipal authorities. Despite the constraining conditions, which make the rural school vulnerable, the enabling conditions seem to dominate, making the rural school an inclusive learning environment able to meet all pupils' diverse learning needs.

This study was conducted in multi-grade primary schools located in Limpopo Province, Capricorn District, Bochum Cluster. The main purpose of the study was to analyse the effects of the principals’ workloads on learners’ academic performance in multi-grade primary schools in Limpopo Province. Twelve schools with the most multi-grade classes were qualitatively sampled from four circuits of Bochum Cluster (Bochum East, Bochum West, Maleboho Central and Maleboho East) as the target for the study. Multi-grade schools are characterised by low learner enrolment. The departmental model of allocating teachers to schools allocates posts according to the number of learners in a school regardless of grades. The school principal is therefore compelled to teach full-time and carry out other related responsibilities such as administration, professional duties and extra-mural activities. Both qualitative and quantitative approaches were employed to achieve the research goals. The study was based on the research question How do principals’ workloads affect learners’ academic performance in multi-grade primary schools in the Capricorn district, Limpopo Province? The study findings, based on interviews, observations and documents analysis have revealed that there are some managerial, leadership, curriculum, teaching and administrative challenges that principals in multi-grade schools are faced with. These challenges collectively contribute to principals’ heavy workload that eventually affect learners’ performance negatively. The researcher therefore concluded that the principals’ workload in multi-grade primary schools have a negative impact on learners’ performance. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

The Escuela Nueva is a unique non-governmental organization which has collaborated with the Colombian Ministry of Education, the Federation of Colombian Coffee Growers, and corporate partners to improve access to and quality of education. The Escuela Nueva Foundation enacts policies based on the political belief that all children should have the basic right to an education. The most visible way that the Escuela Nueva promotes this belief is through the implementation of multi-grade classrooms, where more advanced students aid those who are younger or further behind in their studies. The Escuela Nueva classroom model was implemented in 1977 as a response to the shortcomings in teacher training and replicability that were the downfall of earlier attempts to implement multi-grade models in rural Colombia. The gradual growth and continual improvements to their model has afforded the Escuela Nueva Foundation a level of immunity from state intervention that few other non-state actors enjoy. Although the Colombian state government has historically been opposed to those non-state actors with overtly political goals, the cost-effective and competitive services provided by the Escuela Nueva programs, like their multi-grade schools and Learning Circles, acted as a strong incentive for allowing this organization's work to continue. Organizations like the Escuela Nueva, particularly those that partner with public and private actors to achieve service-oriented goals, play an important role in Colombia, creating new social forums where individuals can share their political identities and beliefs in a way that affects real change in the communities where they live. / Master of Arts

Orientador: Maria Regina Guarnieri / Banca: Dirce Charara Monteiro / Banca: Silvia Regina Ricco Lucato Sigolo / Banca: Dimair de Souza França / Banca: Luciana Maria Giovanni / Resumo: A partir do contexto de Ciclo Básico de Alfabetização Cidadã - CBAC para as escolas municipais de Várzea Grande, em que se inserem tanto as professoras de classes multisseriadas como as de classes seriadas, a presente pesquisa teve a intenção de investigar como as práticas pedagógicas dessas docentes são construídas, e em que medida as práticas pedagógicas das professoras de classes multisseriadas poderiam contribuir com a dinâmica de trabalho das professoras de classes cicladas. A investigação pode ser considerada de natureza empírica. Os dados foram obtidos por meio da técnica de grupo focal no mês de dezembro de 2006, entrevistas semiestruturadas com oito professoras (quatro professoras de classes multisseriadas com turmas de alunos das quatro séries iniciais do ensino fundamental e quatro professoras com classes cicladas) e observações pontuais em uma classe multisseriada e uma classe ciclada. A hipótese foi a de que a experiência de trabalho no universo de classes multisseriadas imprime uma rotina de trabalho que obriga os professores a desenvolverem uma dinâmica polivalente de ação, pois atendem diferenciadamente aos alunos, adotam um fazer pedagógico ativo, elaboram um planejamento diário incluindo a aplicação de várias atividades diferenciadas. Suas práticas docentes tornam-se mais adequadas ao que o CBAC propõe. Como referencial teórico, utilizaram-se autores como Nagel; Galvanin ; Souza e Farias; Shiroma, Moraes Evangelista, para apresentar como as práticas pedagógicas docentes tentam se estruturar em face de um contexto em constante mudança. Para discorrer sobre quando as práticas pedagógicas dos professores são adequadas em face de uma nova proposta pedagógica em uma sociedade dinâmica, buscou-se respaldo em autores como Roldão, sobre a definição dos papéis e das funções que os docentes devem desempenhar no contexto escolar... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Considering the Basic Cycle of Citizen Literacy (Ciclo Básico de Alfabetização Cidadã - CBAC), applied in municipal schools in Várzea Grande (MT/Brazil), both in multi-grade and single-grade class teachers, the research intended to investigate how the teaching practices of multi-grade class teachers are constructed and how they could contribute to the dynamics of single-grade classes. The empirical data were obtained by means of focal groups in December 2006, semi-structured interviews with eight teachers (four multi-grade class teachers and four single-grade class teachers) and observations in one multi-grade class and one single-grade class). The hypothesis was that the work experience of multi-grade class teachers would be more versatile and more appropriate than what is proposed by CBAC. To enable a differentiated service to pupils, the daily work of multi-grade class teachers favors versatile and dynamic actions, involving the implementation of several different activities. The research used authors such as Nagel; Galvanini; Souza and Farias; Shiroma, Moraes Evangelista, to show how the pedagogical practices are structured in a changeable context. The argument of the importance of teachers' practices in face of a new pedagogical proposal in a changing society was founded in Roland (2007), who brings elements to define the roles and functions of teachers in schools, Villa Sánches, who suggests a model of teacher behavior to cope with the changes imposed by the educational proposals, and Gimeno, who defines the concept of teaching practices. The results showed that teachers of multi-grade classes submitted to the implementation of the Active School Program (Programa da Escola Ativa), from the CBAC proposal, presented changes in their behaviors and their teaching practices. Such changes were observed when the teachers saw positive results in their pupils' learning progress... (Complete abstract click electronic access below) / Doutor

The study sought to examine the challenges experienced by teachers of multi-grade classes. Multi-grade teaching has become one of the priority topics in the Teaching profession agenda. The reason for bringing this issue onboard is the recognition that multi-grade teaching has a potential to improve quality of teaching. This study therefore seeks to identify the challenges experienced by teachers of multi-grade classes. A qualitative research was conducted in Nzhelele East Circuit. Six schools with multi-grade classes were purposively sampled. Data were collected through individual interviews with five teachers of multi-grade classes and six principals of the sampled schools and focus group interviews were conducted with three groups constituted of 3 teachers each from the 3 identified schools. Data were also collected through lesson observations. Data were categorised according to themes and then analysed inductively. The study revealed that multi-grade teachers experience a number of challenges. The study thus, recommends that the Department of Education should strengthen continued professional teacher development (CPTD) in teaching in multi-grade context. CPTD should also be extended to professionals like curriculum advisors to re-skill them on their advisory roles. The Department of Education should also ensure that the number of grades in multi-grade classes should not exceed two. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Made available in DSpace on 2014-06-11T19:31:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-28Bitstream added on 2014-06-13T19:20:36Z : No. of bitstreams: 1 araujo_ncg_dr_arafcl.pdf: 2650751 bytes, checksum: 251028c5ca4db0160851af395506ea32 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A partir do contexto de Ciclo Básico de Alfabetização Cidadã – CBAC para as escolas municipais de Várzea Grande, em que se inserem tanto as professoras de classes multisseriadas como as de classes seriadas, a presente pesquisa teve a intenção de investigar como as práticas pedagógicas dessas docentes são construídas, e em que medida as práticas pedagógicas das professoras de classes multisseriadas poderiam contribuir com a dinâmica de trabalho das professoras de classes cicladas. A investigação pode ser considerada de natureza empírica. Os dados foram obtidos por meio da técnica de grupo focal no mês de dezembro de 2006, entrevistas semiestruturadas com oito professoras (quatro professoras de classes multisseriadas com turmas de alunos das quatro séries iniciais do ensino fundamental e quatro professoras com classes cicladas) e observações pontuais em uma classe multisseriada e uma classe ciclada. A hipótese foi a de que a experiência de trabalho no universo de classes multisseriadas imprime uma rotina de trabalho que obriga os professores a desenvolverem uma dinâmica polivalente de ação, pois atendem diferenciadamente aos alunos, adotam um fazer pedagógico ativo, elaboram um planejamento diário incluindo a aplicação de várias atividades diferenciadas. Suas práticas docentes tornam-se mais adequadas ao que o CBAC propõe. Como referencial teórico, utilizaram-se autores como Nagel; Galvanin ; Souza e Farias; Shiroma, Moraes Evangelista, para apresentar como as práticas pedagógicas docentes tentam se estruturar em face de um contexto em constante mudança. Para discorrer sobre quando as práticas pedagógicas dos professores são adequadas em face de uma nova proposta pedagógica em uma sociedade dinâmica, buscou-se respaldo em autores como Roldão, sobre a definição dos papéis e das funções que os docentes devem desempenhar no contexto escolar... / Considering the Basic Cycle of Citizen Literacy (Ciclo Básico de Alfabetização Cidadã - CBAC), applied in municipal schools in Várzea Grande (MT/Brazil), both in multi-grade and single-grade class teachers, the research intended to investigate how the teaching practices of multi-grade class teachers are constructed and how they could contribute to the dynamics of single-grade classes. The empirical data were obtained by means of focal groups in December 2006, semi-structured interviews with eight teachers (four multi-grade class teachers and four single-grade class teachers) and observations in one multi-grade class and one single-grade class). The hypothesis was that the work experience of multi-grade class teachers would be more versatile and more appropriate than what is proposed by CBAC. To enable a differentiated service to pupils, the daily work of multi-grade class teachers favors versatile and dynamic actions, involving the implementation of several different activities. The research used authors such as Nagel; Galvanini; Souza and Farias; Shiroma, Moraes Evangelista, to show how the pedagogical practices are structured in a changeable context. The argument of the importance of teachers’ practices in face of a new pedagogical proposal in a changing society was founded in Roland (2007), who brings elements to define the roles and functions of teachers in schools, Villa Sánches, who suggests a model of teacher behavior to cope with the changes imposed by the educational proposals, and Gimeno, who defines the concept of teaching practices. The results showed that teachers of multi-grade classes submitted to the implementation of the Active School Program (Programa da Escola Ativa), from the CBAC proposal, presented changes in their behaviors and their teaching practices. Such changes were observed when the teachers saw positive results in their pupils’ learning progress... (Complete abstract click electronic access below)

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore the coping strategies of primary school teachers in their multi-grade classes at Glen Cowie circuit. This exploratory case study addresses the coping strategies that rural primary school teachers use in curriculum delivery. Data was generated through semi-structured interviews, observations and document analysis. This study revealed various challenges teachers experience and the coping strategies that teachers employ in dealing with challenges. A qualitative research approach was adopted in the study with the intention of finding as much detail as possible using a case study. Participants in this study were teachers who teach multi-grade classes in their rural schools in the Glen Cowie circuit in Limpopo. The investigation revealed that teachers did not have the necessary skills and expertise to teach multi-grade classes. It was also revealed that teachers were not trained to teach in multi-grade classes and they had to use individual strategies to cope with the contradictory conditions they found themselves in. The investigation concluded that the teachers in those multi-grade classes were qualified and had teaching experience, but they were not prepared to teach multi-grade classes in general. It proved that teachers remained resilient by applying varied strategies such as problem solving, goal setting, extra curriculum lessons and maintaining work-life balance to ensure that teaching and learning occurs

An investigation of learners’ enrolment in Bela-Bela farm schools is a study focused on the challenges encountered by farm schools. These challenges result in the decline of learners’ enrolment. The researcher has put more emphasis on the history of farm schools, legislation and policy, and socio-economic conditions of farm societies. The research method is qualitative in nature and it includes literature study, observations and semi-structured interviews. It has been discovered from the data that families working on the farms migrate a lot, and this result in decline of learners’ enrolment in farm schools. Based on the findings, recommendations were made for improvements to assist in addressing problems faced by farm schools. / Further Teacher Education / M.Ed. (Education Management)

An investigation of learners’ enrolment in Bela-Bela farm schools is a study focused on the challenges encountered by farm schools. These challenges result in the decline of learners’ enrolment. The researcher has put more emphasis on the history of farm schools, legislation and policy, and socio-economic conditions of farm societies. The research method is qualitative in nature and it includes literature study, observations and semi-structured interviews. It has been discovered from the data that families working on the farms migrate a lot, and this result in decline of learners’ enrolment in farm schools. Based on the findings, recommendations were made for improvements to assist in addressing problems faced by farm schools. / Further Teacher Education / M.Ed. (Education Management)

DEd / Department of Curriculum Studies / Multi-grade teaching is a situation where one teacher teaches several grades together in one class. This phenomenon is common in both developed and developing countries. However, the problem is, in South Africa there is no multi-grade policy in place, curriculum and materials are written for mono-grade schools, pre-service and in-service training for teachers are geared at a mono-grade classroom. Consequently, teachers are not trained in appropriate multi-grade teaching and learning strategies; this may affect learner performance at such schools. It has been indicated that there is a dearth of research in the teaching and assessment practices in multi-grade setting in the literature, especially in Africa. This mixed methods study is based on the implications of peer tutoring as a teaching and learning strategy in English First Additional Language (FAL) for Grade 5 multi-grade learners’ performance. The purpose of this study was to determine implications of peer tutoring as a multi-grade teaching and learning strategy on Grade 5 learner performance in Vhembe District in Limpopo Province of South Africa. The study used mixed-methods design and concurrent Triangulation approach where both qualitative and quantitative approaches were used to collect data concurrently. Quantitative data were collected through quasi experimental design and surveys while qualitative data were collected using scheduled interviews. The six week one-on-one peer tutoring programme was designed to assist grade 5 learners to read and spell proficiently as a supplemental instruction. The literature review revealed that peer tutoring as a teaching and learning strategy has been effectively used mostly in monograde schools. The study sample consisted of 77 grade 5 learners from four random sampled multi-grade schools whose first language (L1) or home language (HL) is Tshivenda but learnt through English as a Second language (L2) or First Additional Language (FAL), 4 teachers and 4 principals. Two schools served as treatment group v while two served as control group. Both groups took a pre-test and post-test; only the treatment group received peer tutoring intervention. The mixed method approach involved collected quantitative data through learners’ pretests, post-tests and spelling activities during the peer tutoring intervention. This was to compare the grade 5 learners’ results of those who had participated in the peer tutoring intervention with those in the control group. Both teachers and principals and learners completed a questionnaire on multi-grade teaching and peer tutoring. The findings revealed that: 1. The peer tutoring group performed better than the control group. 2. Peer tutoring might possibly be an effective teaching and learning strategy for multi-grade teaching. 3. Both teachers and principals expressed the need for in-service training workshops in teaching and learning strategies specifically for multi-grade teaching. 4. They also revealed that pre-service training should provide training courses on multi-grade teaching to prepare prospective teachers. The study recommended the following: The Department of Education should develop a multi-grade policy. In-service training workshops should train multi-grade teachers in appropriate multi-grade teaching and learning strategies. Institutions of higher learning should provide pre-service training in multi-grade strategies, infuse some multi-grade modules into their teacher training programmes and provide short courses on multi-grade teaching.