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Planning a theological education program in a cross-cultural settingKopp, Thomas J. January 1988 (has links)
Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.
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Planning a theological education program in a cross-cultural settingKopp, Thomas J. January 1988 (has links) (PDF)
Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.
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A critical analysis of multicultural education with special reference to the values issue in the South African contextGretta, Khetsekile Nomawethu 11 1900 (has links)
The dissertation is concerned with the values issue in the South African context, a
multicultural education situation. South Africa is a pluralistic society. Being pluralistic,
means that the country is rich in different cultures, belief- and value systems.
Different cultures have different value systems. If an institution is practising
multicultural education, the question is, which values are to be used? If we say the
institution should use the values of the majority culture, will that not disadvantage
minority cultures? If minority cultures are undermined by neglecting their cultures
won't that cause conflict between minority cultures and the majority culture?
Each society that is implementing multicultural education should consider that there
are common human values and particular values. In multicultural education particular
values are important because they show how a particular group behaves and what its
beliefs and culture are. Common values develop from particular values and teachers
must emphasise common values without neglecting particular values, to encourage
tolerance and acceptance between different groups. / Psychology of Education / M.A. (Philosophy of Education)
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Onderwysersopleiding vir 'n multikulturele RSA20 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Trends in learning styles amongst black and white South African learners in a multicultural classroomLevinrad, Lance 19 May 2014 (has links)
There is a growing body of literature supporting the importance of recognising
individual learning styles and teaching styles. Using More's model, this study
explored the prevalence of learning style profi'es amongst different racial groups
within multicultural South African classrooms. Seven teachers at two multiracial,
English medium schools completed the More Learning Style Inventory for 38
white learners and 30 black learners with a mean age of 11.4 years. In addition,
each teacher completed the More Teaching Style Inventory. The findings
suggested that learners from different racial groups showed a preference on
certain learning style dimensions. In particular, white and black learners were
found to differ significantly on the Global-Analytic and the Trial & feedback-
Reflective dimensions. Furthermore, an investigation of teaching styles
supported mismatches between teachers’ teaching style and learners’ learning
style, especially where learning style differences emerged. This study highlights
the possible usefulness of learning style research for addressing the challenges
faced by teachers in facilitating racial integration in classrooms.
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Negotiating identities: experiences of rural migrant learners in an urban school in JohannesburgWongo, Nomathamsanqa January 2016 (has links)
Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2016 / Due to the contextual difference between rural schools and urban school, many rural learners have migrated to urban schools. The rural population movement in the urban contexts has resulted in an increased number of rural learners in urban schools and also contributed in the diversity of cultures, ethnicities and races in urban schools making it difficult for teachers to respond to every learner’s needs. This study hypothesises that rural learners are likely to face challenges in terms of inclusion and negotiating their identities in the new urban schools. This study describes the challenges faced by rural migrant learners in new urban school, and how these migrant learners construct their identities in the new urban context. The study focusses on one primary school in Johannesburg that has a large influx of rural learners over the years. Using the key concepts of social identity, social inclusion and social exclusion, this describes the lived experiences of migrated learners and how they negotiate their identities in a new urban context. Findings show that migrated learners face inclusive challenges both academically and socially and challenges in adapting to the new urban school environment. The factors that caused academic challenges were: language barrier, difficult subjects, and teachers’ intervention. Social challenges were, adapting to a new environment, interacting with other learners and learning a new culture of the school.
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Effects of a brief intervention programme on teacher attitudes towards multicultural educationDa Silva, Zena 20 February 2015 (has links)
No description available.
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The extent to which grade 7 educators in a full-service school apply differentiated instruction to promote inclusive teaching and learningGroeneveld, Wendy 25 July 2016 (has links)
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfillment for the degree of Masters of Education by coursework and research report.
Johannesburg, March 2016 / Educators at full-service schools in South Africa are required by policy, to respond to the diversity of learners in the classroom by means of differentiating the learning environment, teaching methods employed and the manner in which the learners are assessed. Within the South African context, three studies relate specifically to differentiated instruction and multi-level teaching: Nel, Kempen and Ruscheinski (2011); de Jager (2013); Walton, Nel, Muller and Lebeloane (2014). The above research was concerned with using differentiated instruction to modify the curriculum of the ‘Learn Not To Burn’ Programme to make it accessible for learners at a special school, challenges with regard to implementing differentiated learning activities within a high school context and investigating responses of educators at a full-service school in the long term, to training they had undergone in multi-level teaching.
The topic of this study aims to explore and describe Grade 7 Mathematics and English First Additional Language educators’ understanding, knowledge of and ability to apply differentiated instruction in relation to inclusive teaching and learning within a full-service school. The research was conducted at two, full-service schools in Gauteng, over the course of three weeks. There were six participants in total, including three Grade 7 Mathematics and three Grade 7 English educators. A qualitative research methodology was adopted. Data was collected by means of an initial questionnaire, a preliminary interview, classroom observations, document analysis (analysis of lesson plans and assessment tasks) and post-observation interviews.
The patterns which arose from the data analysis were determined by initially summarising the data at an individual level for each participant and then comparing the six participants’ responses with each other in relation to the codes. An analysis of the GPLMS lesson plans indicated that the lesson plans specified core concepts of the curriculum, essential questions relating to the topic were evident, where the topic was divided into specific units to be covered in a particular order. Curricular strategies in relation to content, process and product were stated. However, a key pattern to emerge was that there is an over-reliance on GPLMS lesson plans as opposed to independent planning for differentiation. During classroom observations, the Grade 7 Mathematics and English educators identified big ideas when covering the curriculum, visual supports were evident; the educators varied the format of their instruction and demonstrated sensitivity to the learning needs of individual learners that had been identified during the lessons. While ‘common sense’ inclusive practices were observed, they cannot be described as differentiated instruction per se. The third pattern to emerge was that assessments were not differentiated optimally, as the focus was centred too heavily upon curriculum coverage and ensuring performance on the Annual National Assessment (ANA) exams. Results from this research suggest that at a basic level, some aspects of differentiated instruction are being included in Grade 7 Mathematics and English classrooms in full-service schools in Gauteng. This is not at a sufficient level to facilitate transformation and inclusion. (Key Words: Transformation, inclusion, differentiated instruction, full-service school, GPLMS lesson plans, curricular strategies, assessment tasks).
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A critical analysis of multicultural education with special reference to the values issue in the South African contextGretta, Khetsekile Nomawethu 11 1900 (has links)
The dissertation is concerned with the values issue in the South African context, a
multicultural education situation. South Africa is a pluralistic society. Being pluralistic,
means that the country is rich in different cultures, belief- and value systems.
Different cultures have different value systems. If an institution is practising
multicultural education, the question is, which values are to be used? If we say the
institution should use the values of the majority culture, will that not disadvantage
minority cultures? If minority cultures are undermined by neglecting their cultures
won't that cause conflict between minority cultures and the majority culture?
Each society that is implementing multicultural education should consider that there
are common human values and particular values. In multicultural education particular
values are important because they show how a particular group behaves and what its
beliefs and culture are. Common values develop from particular values and teachers
must emphasise common values without neglecting particular values, to encourage
tolerance and acceptance between different groups. / Psychology of Education / M.A. (Philosophy of Education)
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Dealing with diversity in the classroom : a teacher's perspectiveAlexander, Wayne Don January 2009 (has links)
Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009 / This study explores how fifty primary school teachers in the Cape
Peninsula, South Africa understand the concept diversity and how they
indicate that they manage diversity in their classrooms.
The study locates the discussion on diversity and classroom practice
within the context of socio-political change in South Africa. Classrooms in
South Africa today encompass an array of races, languages, traditions,
belief systems and religions. This reflects a shift from the apartheid past
where leamer populations were more homogenous. With this shift in
leamer demography, teachers face multiple and complex issues that may
challenge many of their educational practices and assumptions.
The key theoretical concepts underpinning this study were those of critical
pedagogy and critical multiculturalism. These concepts were deemed
appropriate because of the location of the study within a framework of
social justice.
Qualitative research was employed in the collection of the data. Teachers'
understanding of diversity and their accounts of how they manage
diversity were explored through questionnaires, interviews and a focus
group discussion.
The study showed that diversity was understood by the teachers in the
study as an all-encompassing concept underscored by notions of social
justice, multiculturalism and leaming styles. The study drew attention to
the interconnectedness of race, socio-economic factors, language,
religion, learning styles and resources as the main issues that teachers
confront in the classrooms. These issues are common across the former
racially-based departments of education; however different social
conditions led to different issues being prioritized by the teachers.
Teachers acknowledged the importance and need to incorporate diversity
issues into their learning areas and daily classroom practice to improve
the life chances of learners. They indicated that, despite policy changes
supporting diversity education, they had not been formally prepared for
their new roles. On the whole, they managed diversity through multiculturalism,
social activities, assimilation and a caring approach.
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