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Die verband tussen angs, aanpassing, die verhoudingslewe en skoolprestasie van kliniekskoolleerlinge / Neeltje Irene Beatrix van der WaltVan der Walt, Neeltje Irene Beatrix January 1985 (has links)
The purpose of this study was to determine the influence of fear,
adjustment and relationships on scholastic achievement of clinic
school pupils.
Two methods of enquiry were used. An outline of former research
on the role of fear, adjustment and relationships was made by
means of a study of the available relevant literature. This was
followed by die empirical method to test the validity of specific
hypotheses.
In view of the fact that placement in a clinic school could be
a traumatic experience, the clinic school as such was studied.
Reasons for referral, school organisation and the admittance and
discharge of pupils were examined. Finally some advantages and
disadvantages of clinic school placement were discussed.
The literature was unanimous about the role of fear, adjustment
and relationships as possible causes for poor school achievement.
It was also evident that socio-economical factors can play a
significant role in determining fear and adjustment in pupils
as well as influencing their relationships.
In order to determine whether there is a relationship between
fear, adjustment, the relationships and school achievement of
clinic school pupils a number of hypotheses were formulated and
tested. The empirical investigation was carried out at a senior
secondary clinic school.
The test battery consisted of the P.H.S.F Relationship Questionnaire,
the Ipat Self Evaluation Questionnaire, the Bell adjustment
inventory, a socio-economic status questionnaire as well
as some personal documents and files relating to the pupils.
Scholastic achievement, the dependant variable, was operationalised
to the average percentage which was achieved by the pupil
at the end of the previous school year.
Via factor-analysis by using the computer programme DMDP4M,
the number of variables was reduced to ten. By means of multiple
regression analysis the contribution of each of fear, adjustment
and relationships to the variance in scholastic achievement was
determined.
The resultant findings revealed that according to the study which
was made of the available literature, a relationship between fear,
adjustment, relationships and school achievement does exist.
This relationship, however, could not be determined by means of
the experimental research done for this study as no significant
proportion of the variance in scholastic achievement was accounted
for by fear. However, adjustment and relationships did explain
a small proportion of the variance in scholastic achievement
which can be considered as meaningful in educational terms.
It can be concluded that fear, adjustment and relationships of
clinic school pupils are all complex matters which cannot be
easily assessed, empirically.
The study is concluded by the inclusion of a few recommendations
as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985
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Die sosiopedagogiese taak van die Kinderwetskool / Elias Albertus van RooyenVan Rooyen, Elias Albertus January 1984 (has links)
I. Introduction -
The task of the school under the Children's Act is more comprehensive than
that of the normal school. Apart from giving academic instruction, the school
under the Children's Act provides physical care and attends to the socialization
of the child. In many cases it is necessary to resocialise because the socialization
process at home takes place inadequately and unsatisfactorily. The school
must prepare the child in his totality so that after his school career, he may
fit into society in the broadest sense. In other words, the school under the
Children's Act has, apart from providing academic instruction, an important
socio-pedagogic task with regard to the deprived child placed in its care for
further education.
2. Definition of Problem -
The problem examined in this investigation can be, formulated by means of
two questions, namely:
* Does the school under the Children's Act make a positive contribution to
the socio-pedagogic development of the committed child?
* Is the child, who leaves the said school after a comparatively long stay,
better equipped for society than the child who under the same circumstances,
was not committed?
3. Aims -
This research aims:
* to investigate and explain on an international scale the task of the school
under the Children's Act, on the basis of existing literature;
* to determine scientifically by means of objective testing, and retesting after
one year, whether the school under the Children's Ad in South Africa, is
contributing positively to the socialization of the committed child in its care.
4. Method of Investigation -
Firstly, use was made of the method of a study of literature pertaining to this
subject. A study was made of international as well as South African sources
dealing with schools under the Children's Act and other associated subjects,
such as the growth and development of these schools in South Africa, problems
with regard to the socialization of the child under the Children's Act; the needs
of the pedagogically neglected adolescent in the schools under the Act, and
the socio-pedagogical aspect of education in these schools. Relevant factual
material has been collected, arranged and annotated.
Secondly, an empirical investigation limited to white, deprived children in
seventeen of the eighteen schools under the Department of National Education
has been undertaken. As test subjects, all pupils who were admitted between
15 November 1981 and 15 February 1982 to these schools, have been used.
A battery of tests consisting of the Picture Motivation Test, the Interpersonal
Relations Questionnaire and the IPAT Anxiety Scale, which are all standardised
tests of the Human Sciences Research Council, have been used. Furthermore, a
questionnaire (see Appendage B) has been used to acquire first hand factual
material from the schools involved.
Using the above-mentioned tests, pupils were tested on IS February 1982 and
again 15 November of the same year in order to obtain comparative details.
After the conclusion of the empirical investigation, the data was analysed and
reviewed on the basis of facts from existing literature and personal criteria.
The empirical details were statistically revised by the Statistic Consultation
Service of the Potchefstroom University with the aid of a standard computer.
With regard to the Picture Motivation Test and the Interpersonal Relations
Questionnaire, the raw marks of each factor of the tests were converted to
stanines, and of the IPAT Anxiety Scale into stens as the norm tables of the
said tests provides respectively for stanines and stens. The same procedure was
followed with the retesting so as to obtain comparative details. A difference of
one on the stanine and sten scales was, for the aim of this study, considered
significant when drawing conclusions.
Differences on the stanine scale with regard to testing and retesting was, with
the aid of the computer, obtained for each subtest of the Picture Motivation
Test and the Interpersonal Relations Questionnaire. Similarly, differences on
the sten scale for the !PAT Anxiety Scale were obtained.
5. Program of Investigation -
The details obtained from existing literature as well as the results of the empirical
investigation have been presented in chapter form. An explanation of the
method of investigation followed during the research, is given in chapter one.
In chapter six the method of research into the empirical investigation is given
in detail. Chapter two contains an historical survey of the growth and development
of schools under the Children's Act in South Africa since 1909. An
explanation of problems concerning the socio-pedagogical development of the
child before and after committal receives attention in chapter three, while the
unique needs of the adolescent are discussed in chapter four. Chapter five deals
with the school under the Children's Act as a socio-pedagogical maintenance
institution. The academic as well as the extra-curricular program receives
attention, and aspects which can contribute positively to the socialization of
the child in need of care are suggested. In chapter seven the results of the
empirical investigation arc given in table form with concise explanations of
each table.
6. Growth and development of schools under the Children's Act since 1909 -
The first school under the Children's Act (formerly called the industrial school)
was established seventy-five years ago in Standerton. Originally it was little
more than a haven for neglected and delinquent youths. The school was started
in 1909 in an old military barracks used during the Anglo-Boer War and had
an enrolment of six boys and one girl. Until 1917, schools under the Children's
Act were administered by the Prisons Department. Discipline was very strict
and there was little or no education as such.
The Child Protection Act of 1937 contributed immensely towards improving
the educational aspect of these schools. By 1917, when the administration of
the schools was transferred to the Union Education Department, altogether
four schools had been established. With an education department in control,
the emphasis on education increased and decreased on discipline.
The Children's Act of 1937 which was an outcome of the Inter-departmental
Committee ( 1934-1937) introduced an entirely new approach to the education
of the child in need of care. In 1946 psychological services were introduced
into schools under the Children's Act. This was the beginning of psychological
therapeutic services.
After 1917 another fourteen schools, distributed throughout the four provinces,
were built so that altogether there are to date eighteen schools under the
Children's Act. Development with regard to improved syllabi, differentiated
education, psychological services, special courses and specialised directions
which, during the last decade, followed quickly on each other, have to-day
made the school under the Children's Act an adequate and modern educational
institution which aims at educating in total the child in need of care.
7. Problems in connection with socialization before and after committal -
Socialization is the process whereby individuals learn to become viable members
of the social group in which they move. It commences at birth and continues
throughout a lifetime.
The significance of the christian family as the unit of society cannot be overemphasized.
The functions of the family with regard to socializing the child is
essential in all socialization activities and educational functions of the school,
the church and society in general. If these functions of the family are neglected,
long-term damage will emerge later in the child's life. Values and norms acquired
within the family relationship, later serve as guidelines for the child's behaviour
and as a foundation for forming his own attitude to life which, as a young
adult, will affect his adaption to society.
There are various shortcomings in the family life and behaviour tendencies
of the parents of children in need of care, which manifest themselves before
committal and which later adversely influence the child's socialization in the
school under the Children's Act. These are factors like the disintegration of
the Family bonds, church estrangement, misuse of alcohol by the parents,
broken homes, child neglect and an increasingly permissive society. The latter
is strongly influenced by communism and liberalism.
After admission to the school under the Children's Act, factors such as absconding,
the smoking habit, separate schools for boys and girls, homosexual
tendencies and early marriages among girls hinder both the process of resocialization
of the pupil as well as the therapeutic program of the school in
general.
8. The adolescent and his needs -
Most pupils in schools under the Children's Act are adolescent as pupils under
the age of twelve and over the age of eighteen are seldom admitted to the
school. Adolescence is a period of important psychological changes in the life
of a young person. It is often referred to as the period of emotional upheaval,
as a result of unusual emotional instability so characteristic of this phase.
Basically, the adolescent experiences the same needs as the young child, but
because of his advanced intellectual capabilities, his physical maturity and his
erratic behaviour he experiences these needs problematically. Social needs such
as affiliation, acceptance, recognition, independence, a sense of responsibility
and identification are of special importance to the adolescent, because it is
during this period that he must find his niche among his equals as well as in
society in general.
Emotionally, the adolescent experiences intense needs which go hand in hand
with emotional tension and anxiety while at the same time frustration, conflict
and aggression further affect his adjustment.
At a moral level, the adolescent must learn to adjust to the values and norms
of society; his conscience asserts itself and guilt feelings serve as punishment
when he reacts contrarily to the accepted norms. During adolescence, the
young person strives to establish a self-identity and to develop a self-image
while at the same time experiencing mental conflict and confusion.
In conclusion, it is during this phase of his life that the adolescent begins to
view critically the religious principles and faith which he as a child accepted
without question. Especially when he communicates with friends who hold
other religious values does he experience serious doubts and starts to search
assiduously for truth and spiritual security.
9. The school under the Children's Act as socio-pedagogic institution
As all pupils who are being educated in schools under the Children's Act are
institution-bound, and arc physically cared for by the school (State), the
school can be regarded as a complete community in miniature. It is the task
of the school as a fully responsible maintenance institution to build a socializing
bridge for the child between the parental home with a poor educational background,
and the general community after school.
The headmaster with his comprehensive task, teaching staff, administrative
and hostel staff, form a heterogeneous team with a common aim, namely
taking care of and educating the deprived child, and administering the school
adequately.
The ultimate aim of the school is to restore a deprived child in need of care
to the community as a well-cared for, socially-adapted and morally-equipped
youth. What the school offers, both intra-murally and extra-murally, is focussed
on the socio-pedagogically deprived child's social independence after school.
Great emphasis is placed on organised after-hour programs in sport, cultural
activity and invigorating recreation as part of socio-pedagogical education.
It is of extreme significance that this child should not only become involved
in the affairs of the community, but also render service to it - this forms an
integrate part of the eventual goal the school wishes to achieve.
10. Results of the Empirical Research
Calculated by the Picture Motivation Test, the school under the Children's
Act shows a success figure of 49,2% in the case of boys, and 51,8% for girls
(compare table 7.12). According to the synopsis (table 7.35) the success figure
of the school calculated by means of the Interpersonal Relations Questionnaire,
is 53,5% for boys and 55% for girls.
The IPAT Anxiety Level Scale shows that the school was well able to lower
the general level of anxiety within one year in 74,8% boys and 73,7% girls.
The negative percentage with regard to the IPAT Anxiety Level Scale was
noticeably low, namely 8,1% in boys and 4,2% in girls.
The over-all result of the test exercise shows that schools under the Children's
Act have a success figure of 59,7% for boys and 60,1% for girls (see table 7.44).
The significant similarity in all the readings of boys and girls is quite noteworthy.
There is a difference of 2,7% in the negative, 1.8% in the neutral and
0,9% in the positive score of boys and girls.
If the average score for the test group can be calculated in its entirety, the
negative count is 20,4%, the neutral count 20% and the positive count 59,7%.
The last figure percentage can therefore be regarded as the success figure of
the school under the Children's Act, as determined by this research. This is
in agreement with the general expectation of the heads of schools under the
Children's Act and officials of the Department of National Education, as
was established in interviews with those persons mentioned. (Sec end of list
of sources). / Proefskrif (DEd)--PU vir CHO, 1984
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Beheer van die onderwys in die provinsie Transvaal vanaf 1910 / Hendrik Christoffel BoshoffBoshoff, Hendrik Christoffel January 1959 (has links)
Proefskrif--PU vir CHO
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Potchefstroom Gimnasium as eksponent van die Christelik-Nasionale Onderwysbeginsel / Louwrens Abram DreyerDreyer, Louwrens Abram January 1982 (has links)
This thesis deals with a specific secondary school, the
Potchefstroom Gymnasium, which is known as the oldest
Afrikaans secondary school in the Transvaal.
Potchefstroom Gymnasium originated in 1907 as a result of
the Christian National ideal and through the years provided
an unique contribution to Afrikaans children belonging to
the Christian religion. Thus Potchefstroom Gymnasium is
considered an exponent of the Christian National Education
principle (CNE principle).
The Christian National Education principle had its origin
in the Bible and during the Reformation of the Church in
the 16th and 17th centuries, the Reformed Church, (in the
Netherlands) initiated the Protestant Christian way of life -
which also pertained to the education as such. In 1652 Jan
van Riebeeck brought the Calvinistic philosophy with him
to the Cape and in 1838 with the Great Trek it was also
extended to the Transvaal As a result of the Liberal
humanistic influence of the British during and after the Anglo-Boer
War (1899-1902) a Christian National Education movement
(CNE movement) originated and CNE schools were founded.
Teaching of the Christian Afrikaner children could consequently
again be presented in accordance with the CNE
principles.
Due to political turbulence and lack of financial support,
the CNE schools had a short duration and by the end of 1906
they had all either been closed or had become state schools.
The need arose for Christian National Education in Potchefstroom
and the Preparatory School was founded in 1907 as
a Free Christian school and was part of the Reformed
Theological School. In 1915 the Preparatory School, also
due to lack of funds, became a primary school {of the
state) with a secondary section which was called the
Potchefstroom Gymnasium.
In 1916 a beginning was made to teach certain school subjects
through medium of Afrikaans and this school became
the first to replace Dutch with Afrikaans as the medium of
teaching. In 1918 the primary and secondary sections were
separated to form two individual schools. The secondary
school be retained its name of Potchefstroom Gymnasium.
J J A Coetsee was the first permanent headmaster of the
school from July 1908 until July 1938. Under him the school
flourished and became a well-known Christian Afrikaans
secondary school. From August 1938 to December 1965 W de
K Kruger continued in the footsteps of his predecessor at
the school where the principles of CNE teaching were taught. / Thesis (MEd)--PU vir CHO, 1983
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Die bepaling van belangstelling, motoriese bekwaamheid en motoriese kwosiënt by 13-jarige, 14-jarige en 15-jarige Indiërseuns, met die oog op aanbevelings vir 'n leerplan in die liggaamlike opvoedkunde / Karel Jacobus BodensteinBodenstein, Karel Jacobus January 1971 (has links)
Thesis (MEd)--PU vir CHO
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'n Ondersoek na die onderwys van immigrantekinders in 'n nywerheidsgroeipunt van die R.S.A. / Martha Magdalena SmithSmith, Martha Magdalena January 1975 (has links)
1. Introduction -
This is a brief account of the education of immigrants at
schools within an industrial growth point in the R.S.A. It
comprises problems encountered in schools locally, the education of immigrants in foreign countries generally and
possible improvements in the education of immigrant children
in the area researched.
2. Orientation and motivation -
Since the establishment of the Department of Immigration in
1961 the ever increasing numbers of immigrants entering our
schools have created various educational problems. Consequently requests for research into these problems were made
to the Minister of National Education. The purpose of this
study is to give an objective, systematic description of the
didactic-pedagogic situation within 31 schools at which immigrants are enrolled. The areas concerned are the iron and
steel, and petrochemical industrial areas of the Transvaal
and the Orange Free State.
This study was undertaken during 1971 - 72, referring back
to 1961, and includes a universum of 17 608 children of whom
2 022 are immigrants. A sample of 300 •immigrants and a control group of 300 South Africans were taken from 17 schools.
Further information was gained from official and non-official
documents, interviews and direct observation. Research was
done in the countries of origin Israel, the Federal Republic of Germany, Switzerland, France, Belgium, the Netherlands,
England, the U.S.A. and Canada.
Immigrant children are defined as follows for the purposes of
this inquiry:
Definition for statistical purposes: An immigrant child is a
child of foreign parents who have legally immigrated into the
R.S.A. intending to settle permanently and who qualify, or
eventually may qualify for South African citizenship through
naturalisation, or who have already obtained South African
citizenship during the lifetime of the child.
Definition for language teaching purposes: An immigrant who
requires language instruction is:
(1) a child whose mother tongue is English but who has no
knowledge of Afrikaans as a second language;
(2) a child whose mother tongue is neither Afrikaans nor
English and who has no knowledge of either Afrikaans or
English as a second language;
(3) a child whose mother tongue is neither Afrikaans nor
English but who has a knowledge of Afrikaans or English
as a second language.
These children are a potential source of linguistic problems
in schools.
If knowledge of the medium of instruction is taken as a criterion immigrants can be further defined as follows for the
purpose of language teaching:
An immigrant is a child who cannot read, write or speak the
medium of instruction or the second language. Consequently
this child becomes a potential source of linguistic problems
in the medium of instruction and the second language.
3. Immigration in the R.S.A. -
A survey of immigration in the R.S.A. is essential as it determines the extent of provision required for the education of immigrant pupils. Education is a most appropriate means of promoting successful integration. It can however be applied as a
conservation mechanism for retaining the culture of the native
land. The history of immigration in South Africa illustrates
that education can bring about cultural changes. Where a policy
of dispersal was followed as in the case of the French Huguenots
they became integrated with the majority of the European population
and education brought cultural changes. Many British and
German settlers however retained their identity through
group settlement and education in their national culture.
Today immigration is necessary. European labour is required
if an economic growth rate of 5 1/2% is to be maintained. It
is also required for demographic, social and cultural reasons.
The Department of Immigration was established in 1961 to promote immigration. This Department has delegated the function
of immigrant integration to State subsidised private organizations, as well as the Department of National Education and
the Provincial Education Departments. The influx of 40 000
immigrants from various European and other countries yields
7 000 immigrant pupils annually. For socio-economic reasons
immigrants tend to settle at industrial growth points, where
this pattern of settlement influences education.
4. The education of immigrant children at an industrial
growth point in the R.S.A. -
Most immigrants within the specified terrain come from the
over-populated heavy iron and steel industrial areas or
impoverished agricultural areas of central and southern
Europe and the United Kingdom. Refugees from eastern Europe
also immigrate. For purposes of this research the immigrants
are classified into three groups according to 1 the language
of their country of origin, viz. English 34%, Continental Germanic
28% and Diverse 38%.
According to the medium of instruction the language ratio of
Afrikaans to English is 7 : 1 in the Transvaal schools, 9 : 1
in the schools of the O.F.S. and 9 : 1 in the research area.
All the English speaking immigrants are compelled to take instruction through the medium of English as English is their
home language. Parents of immigrant children who have no
knowledge of either English or Afrikaans choose the medium of
instruction artificially for their children. This results
in English being the language of choice of 97% of the Diverse
and 45% of the Continental-Germanic immigrants. Afrikaans
is the medium of instruction for the rest of the children.
Thus Afrikaans is the medium of instruction for 19% and
English the medium of instruction for 81% of the universum
of immigrants. The reasons for preference of English can
not always be accounted for educationally. According to their
medium of instruction the immigrant children are distributed
in the public, private and nursery schools of the research
area so that the number of immigrants in English medium
schools is > 40%, in parallel medium schools 5 to 15% and
in Afrikaans medium schools < 5%.
Provision is made for concessions regarding the promotion of
pupils and allocation of staff to schools with immigrant pupils. Owing to the large numbers of immigrants in English
medium schools, special staff have been appointed mainly to
English medium schools. Special teachers for immigrants have
not been trained as such. The extra staff is responsible for
extra language classes and special immigrant classes. The
normal staff undertakes the teaching of immigrants in regular
classes as many immigrants are also placed directly into
classes to follow the regular curriculum.
5. Problems in the education of immigrant children -
The dynamic problem in the education of immigrants is that
they are strange to the education in the research area. The
socio-cultural aim of education in the R.S.A. is to educate
the child within the framework of the national culture. The
basic requirement for this is a national milieu and continuity
of education. The problem is that since 1961 the continuity of
education has been impaired as a result of the ever increasing
number of immigrant children who are unevenly distributed.
Their alienation varies in the didactic-pedagogic situation
according to the extent of their exposure to the cultures of
their native land and that of South Africa. Consequently
various degrees of alienation are distinguishable in immigrant
pupils. With increasing age man loses the ability to become
proficient in new languages and absorb different cultures,
consequently change is progressively resisted. Educational
continuity is of vast importance, the disturbance of which
creates a problem as in the case of immigrants. The degree
of alienation also varies according to age, length of stay,
choice of medium of instruction, cultural deprivation, the
volume and heterogeneity of immigrants, genetic strangeness,
religious divergence, distribution or concentration of immi
grants and the attitude of South Africans.
Language and communication is ab initio the immigrants’ problem as language is the medium of instruction. Although
thought and language originate separately, language is the
vehicle of thought. The development of language is determined
by the degree to which the child is understood. Consequently
exposure to language is essential. Education through the
medium of one of the official languages is essential in, introducing the child to the national culture. Because language
medium is a prerequisite for dynamic educational progress,
immigrant children in the process of learning should never
stagnate while acquiring language proficiency. Immigrants
experience a problem in that their oral means of communication is no longer effective after immigration, because their
inner language and thoughts are still in their mother tongue.
Hence their scholastic standard often exceeds their ability
of expression in the new medium of instruction. Many immigrants who appear "dumb" have been affected by the break in
the continuity of their education. Immigrants also often
experience pronunciation problems and language confusion.
Immigrant children are also expected to master both official
languages concurrently. The accumulation of immigrants in
English medium schools however leads to the formation of
common language groups. Private mother tongue education and
ghetto formation restrict physical and functional language
contact with South Africans, which are essentials for educational adaptation.
Attainment by immigrant children in the New South African
Group Tests is mainly determined by their knowledge of the
medium of instruction and of the South African culture. There
appears to be a positive correlation between the immigrants’
intelligence on the one hand and their language development
and degree of exposure to the South African culture in the
course of time on the other hand. It is noteworthy that the
test achievements of Continental-Germanic children show a
greater degree of improvement than those of the English and
Diverse immigrant children. A probable explanation for this
phenomenon is that the Continental-Germanic children adapt
themselves sooner and better to the South African culture
than the English and Diverse groups. Similar results were
obtained in England and the U.S.A. Children from southern
European countries appear to have inferior educational potential. However intelligence tests are not culture free.
The apparent inability of the Diverse immigrant children to
acquire South African culture may also partially be due to a
lack of exposure to the South African culture because of their
accumulation in English medium schools, ghetto formation and
group isolation.
Compulsory education in the R.S.A. differs from that of the
countries of origin and this 90ntributes towards the immigrant children’s divergence regarding scholastic niveau and
school age.
Immigrant children are unevenly distributed in schools in the
research area. The ratio of immigrant children to South
Africans is 1 : 35 and 1 : 45 in Afrikaans medium primary
and secondary schools and 1 : 1 in English medium schools.
According to this ratio immigrant children "disappear" in
Afrikaans medium schools while they are a threat to the identity of English medium schools. In English medium schools
98% of the immigrant children in primary schools are concentrated in the junior primary phase.
Where the ratio of immigrants to South Africans exceed 1 : 3
it limits the exposure of both immigrants and South Africans
to the South African culture. This tendency promotes displacement of South African children. Unequal distribution
also occurs in courses where the Diverse children tend to
concentrate in the Std. VIII course and adaptation classes.
Ethnic groups show a tendency to concentrate in schools,
e.g. 62% of all Portuguese concentrate in one school. Causes
of unequal distribution include preference of English as the
medium of instruction, religion, ethnicentrism and cultural
conflict, the settlement pattern of immigrants and displacement of the receiving society by aggressive immigration.
Analysis of the population statistics of English medium schools
in which immigrants concentrate indicates that displacement of
South African pupils occurs when immigrants exceed 20% of the
school population and when the ratio of South African to immigrant children becomes > 1 : 3. Notwithstanding the fact that
less than 5% immigrants are found in the neighbouring Afrikaans medium schools, the enrolment in these schools shows a
regressive tendency because Afrikaans children are displaced
from the natural school zone because of immigrant group settlement. Consequently the enrolment in Afrikaans medium schools
has had to be artificially supplemented by rezoning and busing.
The consistent incidence of immigrants of a specific nationality
leads to the establishment of their own private schools as a
defensive measure in retaining their national culture.
Academic achievements of immigrants show that they meet with
more success in parallel medium schools, that the Continental-Germanic
children achieve better results and that the greatest
erosion takes place among Diverse immigrants. English immigrant
children are poorly motivated. Academic achievements of immigrant children are positively related to vocabulary, length of
domicile and adjustment. Language deficiency must be taken into
consideration for promotion purposes for two to three years
after immigration. Matriculation concessions have to be retained for Diverse children but not for English and Continental-Germanic children Cultural deprivation, irregular school
attendance and poor motivation also result in poor achievement.
There is a lack of suitable teaching methods, syllabi and
teaching aids. Teachers have not received the necessary
training for immigrant or cross-cultural education. Parents
are not involved enough in the education of their children.
6. Education of immigrants elsewhere -
Inter- and intra-continental migration causes thousands of
immigrant children to attend schools in foreign countries.
Excellent measures are taken for the elimination of immigrant
alienation and for the conservation of the national character
of education, religion, language and the autochthonous population in schools. Intensive research preceded these measures
and the statistics of immigration were taken into consideration
in the planning of education.
The majority of immigrant countries have formulated policies
which provide for inter alia the dispersal of immigrants limiting
them to 20% per school, 5% per nationality per school and four
to five per class. The necessary consideration is given to the
religion of immigrants, but dispersal and education are regarded
as sufficient safeguard for native mores, religion and culture.
Immigrants are compelled to master the medium of instruction as
a prerequisite for cultural integration. The official medium
of instruction is compulsory in order to prevent the formation
of foreign language groups. Immigrants are exempted from the
second language and allowed to study their mother tongue as a
subject. In cases where a foreign language is taken, the consolidation of the medium of instruction receives priority.
Although private schools exist they are not regarded as desirable
because of their curbing effect on integration.
The grouping of immigrants in classes depends on their varying
degrees of alienation and on how soon the continuity of education
can be restored. Pre-school immigrant children attend nursery
schools in order to promote mastery of the-medium of instruction.
Reception centres are provided from where immigrants are directed
to schools. Dispersal in ordinary classes9 flexible integration,
promotion classes, intensive term and year classes are utilized.
Adolescents are required to comply with the regulations regarding
compulsory education in order to promote their social, cultural
and economic integration. Remedial education is provided and
teaching content adjusted and optimally utilized for transcultural
teaching.
Special methods of language teaching, for instance the audio-
linguistic method - based on words and structures with the
highest use frequency - are used to enable the immigrant pupils
to master a functional vocabulary quickly. Various teaching
aids are used, e.g. creation of realistic conditions in teaching,
holiday projects and various audio-visual aids.
Specially trained supernumerary teaching staff are appointed.
Immigrant parents are also taught the new language in order to
promote their economic value but also with a view to cultural
integration. A marked deficiency in the education of immigrant
pupils is encountered in countries where no research has been
done on education of immigrants. In such countries the alienation of immigrant children is emphasised and prolonged by their
isolation in "Ubergangklasse" and accumulation in ordinary classes.
7. Possible solutions to the problems in the education of
immigrant children in the research area -
In order to evaluate the education of immigrant pupils in the
research area, criteria were formulated with due regard to the
deficiencies of education in the research area, historical aspects of immigrant education and successful measures that have
been taken abroad. Local immigrant teaching was subsequently
evaluated by application of the formulated criteria, hence
deficiencies and excellencies in local measures were revealed.
The following proposals for the improvement of immigrant
education in the research area were deduced:
7.1. Education and immigration should be co-ordinated for the
"South Africanizing” of immigrant children and for the
protection of the national character of education and
national identity. This demands co-ordination concerning
the extent of provision of education for immigrant children
and the nature and extent of immigration.
(a) Research should be done immediately concerning the
factors underlying the alienation of immigrants and
the factors determining the national character of
education.
(b) National education policy demands education with a
broad national character. This implies elimination
of alienation amongst immigrants and cultural
integration with a view to ultimate citizenship. On
the other hand it implies the protection of the
national identity and the national character of
education. South Africanization contains an inherent
dualism rooted in the division of Whites into English
speaking and Afrikaans speaking groups. For the
purposes of this thesis South Africanization means
identification with either the Afrikaans or English section
of the community.
(c) Protection of the national character demands that the
volume and origin of immigrants should be controlled
and that the assimilability o:f prospective immigrants
should be carefully considered. Immigrants should be
limited to 20% per school, four to five per class and
5% per nationality per school.
Immigrants should attend the schools in the immediate
vicinity of their homes. Zoning should be statistically
planned to prevent excessive concentration of immigrants
in certain schools, and in order to promote fraternization
of immigrants with South African children guardian pupils•
should be appointed.
7.2. Immigrant education should retain the Protestant heritage
in South African education. Immigration should be limited
when the prospective immigrants are of the Roman Catholic
or Greek Orthodox faiths. Immigrants with permissive inclinations should be discouraged. Both immigrants and South
Africans should receive guidance regarding clause 2(a) of
Act no. 39 of 1967 in order to promote peaceful co-existence.
7.3. Immigrant education should preserve the traditional language
relationship of the outochthonous European population. This
entails reasonable limitation of the quota of English speaking
immigrants.
Immigrants should be carefully dispersed in order to maintain
a ratio of English to Afrikaans pupils of 1 : 9 in the
research area and schools of the O.F.S., and 3 : 7 in schools
of the Transvaal. Continental-Germanic children should be
canalized into the Afrikaans medium schools as Afrikaans
is closely related to their language of origin. Diverse
immigrants with no proficiency in English should also be
enrolled in Afrikaans medium schools. Under no
circumstances should State subsidies be available for private
mother tongue schools.
7.4. Immigrant education should aim at proficiency in the
second language only after knowledge of the medium of
instruction has been consolidated. Immigrant pupils
already fluent in the medium of instruction should receive
intensive instruction in the second official language.
7.5. Education in public schools should be fully utilized for
ensuring ultimate citizenship. Hence immigrants should
attend only free public schools. Immigrants may receive
instruction in their home language at the discretion of
the principal where this is justified by enrolment.
Immigrants should also be allowed to study their home language
as a third language, and matriculation subject.
7.6. Immigrant pupils including adolescents should comply with
the current regulations concerning compulsory education and
attend school regularly. Transference of immigrant pupils
to lower classes due to language deficiency should be
prohibited and immigrants should be compelled to undergo
reasonable military training.
7.7. The necessary educational guidance should be provided on
admission and primary emphasis should be placed on the
mastering of the medium of instruction.
7.8. Pre-primary education should be available for the preschool
immigrant children not proficient in the medium of
instruction. State aided and industrial nursery schools
as well as créches should be provided.
7.9. Reception centres should be provided to obtain the maximum
information regarding the potential and the scholastic
background of immigrant pupils, and to direct them to
specific schools.
7.10. Immigrant pupils should be placed in ordinary classes as
soon as possible and pupils not proficient in either the
medium of instruction or the second language should
receive intensive tuition in the relevant language in special
language classes. Those unacquainted with both official
languages should be flexibly integrated.
7.11. Older immigrant pupils unacquainted with the medium of
instruction and experiencing integration problems or those
who are forced to master the medium of instruction in a
very limited period before leaving school, should receive
intensive language teaching in a term, trimester or year
class.
7.12. In exceptional cases where the standard of education of
immigrant pupils is markedly below that of their peers, special
recovery classes of up to a year’s duration should be
provided. It is also advisable to admit all immigrant; pupils
who are over the age of 13 and who have not yet passed Std.
5 to the Practical Course and to apply flexible integration
in their cases.
7.13. Suitable provision should be made for remedial teaching of
immigrant pupils.
7.14. Vacation schools in rural areas, hostels and open air
schools should be utilized to South Africanize immigrant
pupils and South African pupils should receive guidance
in order to equip them to promote integration of immigrant
pupils.
7.15. Subject matter should also be chosen keeping in mind the
South Africanization, integration and acquisition of South
African culture of immigrant pupils.
7.16. Immigrant pupils’ knowledge of the medium of instruction
should be taken into consideration in their evaluation.
7.17. The intensive language teaching should concentrate on the
quick mastery of a high frequency, functional vocabulary.
Audio-visual aids as well as the visual lingual method
should be fully utilized.
7.18. The enrolment of pupils should be taken into consideration
for staffing purposes. Where the number of immigrant pupils
does not justify the appointment of a supernumerary teacher,
immigrants should be grouped together in a centrally located
school until the numbers are sufficient. Provision should
be made for a language advisor and suitable staff at the
reception centre.
7.19. Immigrant parents should be involved in the education of
their children and master the language of instruction. / Thesis--PU vir CHO
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Die effek van 'n leeshulpprogram op Kleurling-hoërskoolleerlinge : 'n vergelykende psigologiese ondersoek / Petrus Daniël Francois VogesVoges, Petrus Daniël Francois January 1985 (has links)
1. OBJECTIVE OF THE STUDY -
The aim of this study is a psychological and scholastic investigation
of the effect of a supplementary reading programme on Coloured high school
pupils.
In order to do this, zero hypotheses and alternative hypotheses were
drawn up which would enable one to compare an experimental group (which
had done the supplementary reading course) with a control group (which
had not done such a course). In short the zero hypotheses amount to
saying that there are no differences in reading ability, school
performance, study habits and study attitudes, aptitude and personality between
Coloured high school pupils •who did a reading development course and
those who did not do such a course. The alternative hypotheses endeavour
to prove the opposite, namely that such differences do exist.
2. LITERATURE SURVEY -
As a starting point for this investigation, a number of relevant
concepts were defined. Some of these concepts are "read", "reading
difficulties”, "Coloured”, “Urban and -rural areas”.
The importance of reading was demonstrated by pointing out that a good
reading ability is essential for the forming of a healthy personality,
social development, recreation, extending knowledge, etcetera.
The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed,
are the optical-mechanical model, psychometric models, psychological models,
the communication model and linguistic models.
The extent of reading difficulties was outlined by means of results
obtained by researchers, local and foreign. In this respect reference
was also made to reading differences pertaining to sex and reading
differences between rural and urban areas. A detailed account was given of
the main causes of reading difficulties related to scholastic and socioeconomic
factors, and in particular how these factors manifest themselves
among the Coloured community.
As far as the scholastic determinants are concerned, attention was given
to the poor pre-school environment of the Coloured child, insufficient
number of nursery schools, compulsory education and school leaving at
an early age, inadequate differentiation, lack of accommodation and a
shortage of suitably qualified staff. Concerning the socio-economic
determinants the following were dealt with: class differences, life
style of the lower class, the family milieu, cultural values and norms,
residential area and housing, recreational activities, linguistic
abilities and physical factors.
The diagnosis of reading difficulties was discussed in short. In this
survey particular attention was paid to the different levels of diagnosis
and methods of diagnosing. Some difficulties in diagnosing reading
problems among Coloureds were also pointed out.
The last aspect from the literature which was dealt with was the
remediation of reading problems. Emphasis was given to the more traditional
methods of supplementary reading teaching, for instance the basic reading
book method, the alphabet method, the neurological and the perceptual
kinaesthetic method. Lifting the causes of reading problems which emanate
from this study would allow remediation to be used to the full among
the Coloured people.
3. METHOD OF RESEARCH -
3.1 Sample:
In order to determine the effect of the supplementary reading programme,
a comparative study •was made between an experimental group (which did
a reading course) and a control group (which did not do such a course).
The sample consisted of a total experimental group of 31 people (Std.
8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while
on the other hand the total contra l group of 26 people (Std. 8 and Std.
9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils.
3.2 Measuring Instruments:
The measuring instruments used to investigate the different fields were
the following:
- Reading ability, The ophtalmograph
- Scholastic achievement, Real school marks
- Study habits, Questionnaire on study habits and attitudes
- Aptitude, Senior aptidude test
- Personality, The High School personality Questionnaire and IPAT Anxiety scale.
The above mentioned measuring instruments were discussed in detail under
the headings: objective, composition, validity, reliability and reason
for using them in this research.
3.3 Research procedures:
Global as well as reductionistic comparisons were used in this study.
A global comparison is drawn between the total experimental group and
the total control group. The reductionistic investigation entails a
comparison between the Std. 8 experimental and control groups as well
as a comparison between the Std. 9 experimental and control groups.
Apart from the above mentioned comparisons the Std. 8 and Std. 9 control
groups, as well as the Std. 9 and Std. 9 experimental groups were also
compared.
A description was given of the supplementary reading programme which
consisted of ten one hour sessions, as, well as a full description of
the apparatus used, namely the tachistoscope and the contro11ed reader.
Statistical calculations were done by the Statistical Consultation Service
of the Potchefstroom University for Christian Higher Education. Short
descriptions only of the techniques used are given in the study.
4. RESEARCH RESULTS -
The most important results of this research can be summarised as follows:
* READING ABILITY -
This study brings to light that the reading course brought a
significant improvement in reading achievement in the total experimental
group. Seen reductionistically the Std. 8 experimental group also
showed significant improvement when compared with the Std. 8 control
group. However, no significant differences were found between the
Std. 9 experimental and control groups. In the case of the total
and the Std. 8 experimental group the alternative hypothesis was
accepted while the zero hypothesis was maintained in the case of the Std.
9 groups.
* SCHOLASTIC ACHIEVEMENT -
The scholastic achievement of the total experimental group showed
a significant improvement when compared with the total control group.
Seen reductionistically the Std. 8 experimental group also achieved
significantly higher marks at school than the Std. 8 control group.
This te1dency was not repeated in the Std. 9 experimental group, where
no significant differences were found. In the case of the total and
the Std. 8 investigations the alternative hypothesis was accepted,
while the zero hypothesis had to be maintained for the Std. 9 group
comparison.
* STUDY HABITS AND ATTITUDES -
Seen globally the total experimental group exhibited better study
habits and attitudes than the total control group. When judged
reductionistically neither the Std. 8 not the Std. 9 group comparisons
brought to light any significant differences. Thus the zero hypothesis
was applicable to the reductionistic investigations, while the
alternative hypothesis was accepted in the case of the tota1 experimental
group.
* APTITUDE -
The zero hypothesis had to be accepted right through, in the global
as well as the reductionistical investigation, in other words, no
significant differences were found between the different groups as
far as aptitude is concerned. An interesting tendency was discovered,
however, from the calculated IQ's of the SAT, namely that there is
a connection between a supplementary reading course and a rise in
intelligence.
* PERSONALITY -
The total evaluation of personality traits of the Coloured high school
pupils by means of the HSPQ and IPAT Anxiety scale shows that the
reading course, judged globally or reductionistically, did not bring
about significant differences between the experimental and control
groups. Thus the zero hypothesis was accepted throughout.
5. SUMMARY AND CONCLUSION -
In researching the effect of a supplementary reading programme on
Coloured high school pupils it was found that there was a definite beneficial
influence on reading ability and scholastic achievement. It does seem
however, as if aptitude and personality development are established
aspects which will not be changed by a reading development course. If
the reading course should have a lasting effect on the aspects which
it improves, it is possible that in the .long run personality changes
and even improvement in aptitude may take place. As far as study habits
and attitudes are concerned, positive results were obtained, but it had
been expected to have been even better.
The results of this study correlate well with those of other researchers
on reading improvement by means of a supplementary reading course in
which apparatus is used. It should not be considered however as the
only method of reading aid, since many other researchers obtain positive
results with other methods.
On account of the distinctiveness of this study its results cannot be
generalised by the norms formed by the results of other researchers.
By reason of the population and the size of the sample of this study,
the results of this investigation can only be made applicable to the
Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom.
As a result of the new political dispensation it is to be expected that
there will be an improvement in the factors which cause reading
difficulties among the Coloured population, but it is .sure to be a long drawn
out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986
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'n Ondersoek na die onderwys van immigrantekinders in 'n nywerheidsgroeipunt van die R.S.A. / Martha Magdalena SmithSmith, Martha Magdalena January 1975 (has links)
1. Introduction -
This is a brief account of the education of immigrants at
schools within an industrial growth point in the R.S.A. It
comprises problems encountered in schools locally, the education of immigrants in foreign countries generally and
possible improvements in the education of immigrant children
in the area researched.
2. Orientation and motivation -
Since the establishment of the Department of Immigration in
1961 the ever increasing numbers of immigrants entering our
schools have created various educational problems. Consequently requests for research into these problems were made
to the Minister of National Education. The purpose of this
study is to give an objective, systematic description of the
didactic-pedagogic situation within 31 schools at which immigrants are enrolled. The areas concerned are the iron and
steel, and petrochemical industrial areas of the Transvaal
and the Orange Free State.
This study was undertaken during 1971 - 72, referring back
to 1961, and includes a universum of 17 608 children of whom
2 022 are immigrants. A sample of 300 •immigrants and a control group of 300 South Africans were taken from 17 schools.
Further information was gained from official and non-official
documents, interviews and direct observation. Research was
done in the countries of origin Israel, the Federal Republic of Germany, Switzerland, France, Belgium, the Netherlands,
England, the U.S.A. and Canada.
Immigrant children are defined as follows for the purposes of
this inquiry:
Definition for statistical purposes: An immigrant child is a
child of foreign parents who have legally immigrated into the
R.S.A. intending to settle permanently and who qualify, or
eventually may qualify for South African citizenship through
naturalisation, or who have already obtained South African
citizenship during the lifetime of the child.
Definition for language teaching purposes: An immigrant who
requires language instruction is:
(1) a child whose mother tongue is English but who has no
knowledge of Afrikaans as a second language;
(2) a child whose mother tongue is neither Afrikaans nor
English and who has no knowledge of either Afrikaans or
English as a second language;
(3) a child whose mother tongue is neither Afrikaans nor
English but who has a knowledge of Afrikaans or English
as a second language.
These children are a potential source of linguistic problems
in schools.
If knowledge of the medium of instruction is taken as a criterion immigrants can be further defined as follows for the
purpose of language teaching:
An immigrant is a child who cannot read, write or speak the
medium of instruction or the second language. Consequently
this child becomes a potential source of linguistic problems
in the medium of instruction and the second language.
3. Immigration in the R.S.A. -
A survey of immigration in the R.S.A. is essential as it determines the extent of provision required for the education of immigrant pupils. Education is a most appropriate means of promoting successful integration. It can however be applied as a
conservation mechanism for retaining the culture of the native
land. The history of immigration in South Africa illustrates
that education can bring about cultural changes. Where a policy
of dispersal was followed as in the case of the French Huguenots
they became integrated with the majority of the European population
and education brought cultural changes. Many British and
German settlers however retained their identity through
group settlement and education in their national culture.
Today immigration is necessary. European labour is required
if an economic growth rate of 5 1/2% is to be maintained. It
is also required for demographic, social and cultural reasons.
The Department of Immigration was established in 1961 to promote immigration. This Department has delegated the function
of immigrant integration to State subsidised private organizations, as well as the Department of National Education and
the Provincial Education Departments. The influx of 40 000
immigrants from various European and other countries yields
7 000 immigrant pupils annually. For socio-economic reasons
immigrants tend to settle at industrial growth points, where
this pattern of settlement influences education.
4. The education of immigrant children at an industrial
growth point in the R.S.A. -
Most immigrants within the specified terrain come from the
over-populated heavy iron and steel industrial areas or
impoverished agricultural areas of central and southern
Europe and the United Kingdom. Refugees from eastern Europe
also immigrate. For purposes of this research the immigrants
are classified into three groups according to 1 the language
of their country of origin, viz. English 34%, Continental Germanic
28% and Diverse 38%.
According to the medium of instruction the language ratio of
Afrikaans to English is 7 : 1 in the Transvaal schools, 9 : 1
in the schools of the O.F.S. and 9 : 1 in the research area.
All the English speaking immigrants are compelled to take instruction through the medium of English as English is their
home language. Parents of immigrant children who have no
knowledge of either English or Afrikaans choose the medium of
instruction artificially for their children. This results
in English being the language of choice of 97% of the Diverse
and 45% of the Continental-Germanic immigrants. Afrikaans
is the medium of instruction for the rest of the children.
Thus Afrikaans is the medium of instruction for 19% and
English the medium of instruction for 81% of the universum
of immigrants. The reasons for preference of English can
not always be accounted for educationally. According to their
medium of instruction the immigrant children are distributed
in the public, private and nursery schools of the research
area so that the number of immigrants in English medium
schools is > 40%, in parallel medium schools 5 to 15% and
in Afrikaans medium schools < 5%.
Provision is made for concessions regarding the promotion of
pupils and allocation of staff to schools with immigrant pupils. Owing to the large numbers of immigrants in English
medium schools, special staff have been appointed mainly to
English medium schools. Special teachers for immigrants have
not been trained as such. The extra staff is responsible for
extra language classes and special immigrant classes. The
normal staff undertakes the teaching of immigrants in regular
classes as many immigrants are also placed directly into
classes to follow the regular curriculum.
5. Problems in the education of immigrant children -
The dynamic problem in the education of immigrants is that
they are strange to the education in the research area. The
socio-cultural aim of education in the R.S.A. is to educate
the child within the framework of the national culture. The
basic requirement for this is a national milieu and continuity
of education. The problem is that since 1961 the continuity of
education has been impaired as a result of the ever increasing
number of immigrant children who are unevenly distributed.
Their alienation varies in the didactic-pedagogic situation
according to the extent of their exposure to the cultures of
their native land and that of South Africa. Consequently
various degrees of alienation are distinguishable in immigrant
pupils. With increasing age man loses the ability to become
proficient in new languages and absorb different cultures,
consequently change is progressively resisted. Educational
continuity is of vast importance, the disturbance of which
creates a problem as in the case of immigrants. The degree
of alienation also varies according to age, length of stay,
choice of medium of instruction, cultural deprivation, the
volume and heterogeneity of immigrants, genetic strangeness,
religious divergence, distribution or concentration of immi
grants and the attitude of South Africans.
Language and communication is ab initio the immigrants’ problem as language is the medium of instruction. Although
thought and language originate separately, language is the
vehicle of thought. The development of language is determined
by the degree to which the child is understood. Consequently
exposure to language is essential. Education through the
medium of one of the official languages is essential in, introducing the child to the national culture. Because language
medium is a prerequisite for dynamic educational progress,
immigrant children in the process of learning should never
stagnate while acquiring language proficiency. Immigrants
experience a problem in that their oral means of communication is no longer effective after immigration, because their
inner language and thoughts are still in their mother tongue.
Hence their scholastic standard often exceeds their ability
of expression in the new medium of instruction. Many immigrants who appear "dumb" have been affected by the break in
the continuity of their education. Immigrants also often
experience pronunciation problems and language confusion.
Immigrant children are also expected to master both official
languages concurrently. The accumulation of immigrants in
English medium schools however leads to the formation of
common language groups. Private mother tongue education and
ghetto formation restrict physical and functional language
contact with South Africans, which are essentials for educational adaptation.
Attainment by immigrant children in the New South African
Group Tests is mainly determined by their knowledge of the
medium of instruction and of the South African culture. There
appears to be a positive correlation between the immigrants’
intelligence on the one hand and their language development
and degree of exposure to the South African culture in the
course of time on the other hand. It is noteworthy that the
test achievements of Continental-Germanic children show a
greater degree of improvement than those of the English and
Diverse immigrant children. A probable explanation for this
phenomenon is that the Continental-Germanic children adapt
themselves sooner and better to the South African culture
than the English and Diverse groups. Similar results were
obtained in England and the U.S.A. Children from southern
European countries appear to have inferior educational potential. However intelligence tests are not culture free.
The apparent inability of the Diverse immigrant children to
acquire South African culture may also partially be due to a
lack of exposure to the South African culture because of their
accumulation in English medium schools, ghetto formation and
group isolation.
Compulsory education in the R.S.A. differs from that of the
countries of origin and this 90ntributes towards the immigrant children’s divergence regarding scholastic niveau and
school age.
Immigrant children are unevenly distributed in schools in the
research area. The ratio of immigrant children to South
Africans is 1 : 35 and 1 : 45 in Afrikaans medium primary
and secondary schools and 1 : 1 in English medium schools.
According to this ratio immigrant children "disappear" in
Afrikaans medium schools while they are a threat to the identity of English medium schools. In English medium schools
98% of the immigrant children in primary schools are concentrated in the junior primary phase.
Where the ratio of immigrants to South Africans exceed 1 : 3
it limits the exposure of both immigrants and South Africans
to the South African culture. This tendency promotes displacement of South African children. Unequal distribution
also occurs in courses where the Diverse children tend to
concentrate in the Std. VIII course and adaptation classes.
Ethnic groups show a tendency to concentrate in schools,
e.g. 62% of all Portuguese concentrate in one school. Causes
of unequal distribution include preference of English as the
medium of instruction, religion, ethnicentrism and cultural
conflict, the settlement pattern of immigrants and displacement of the receiving society by aggressive immigration.
Analysis of the population statistics of English medium schools
in which immigrants concentrate indicates that displacement of
South African pupils occurs when immigrants exceed 20% of the
school population and when the ratio of South African to immigrant children becomes > 1 : 3. Notwithstanding the fact that
less than 5% immigrants are found in the neighbouring Afrikaans medium schools, the enrolment in these schools shows a
regressive tendency because Afrikaans children are displaced
from the natural school zone because of immigrant group settlement. Consequently the enrolment in Afrikaans medium schools
has had to be artificially supplemented by rezoning and busing.
The consistent incidence of immigrants of a specific nationality
leads to the establishment of their own private schools as a
defensive measure in retaining their national culture.
Academic achievements of immigrants show that they meet with
more success in parallel medium schools, that the Continental-Germanic
children achieve better results and that the greatest
erosion takes place among Diverse immigrants. English immigrant
children are poorly motivated. Academic achievements of immigrant children are positively related to vocabulary, length of
domicile and adjustment. Language deficiency must be taken into
consideration for promotion purposes for two to three years
after immigration. Matriculation concessions have to be retained for Diverse children but not for English and Continental-Germanic children Cultural deprivation, irregular school
attendance and poor motivation also result in poor achievement.
There is a lack of suitable teaching methods, syllabi and
teaching aids. Teachers have not received the necessary
training for immigrant or cross-cultural education. Parents
are not involved enough in the education of their children.
6. Education of immigrants elsewhere -
Inter- and intra-continental migration causes thousands of
immigrant children to attend schools in foreign countries.
Excellent measures are taken for the elimination of immigrant
alienation and for the conservation of the national character
of education, religion, language and the autochthonous population in schools. Intensive research preceded these measures
and the statistics of immigration were taken into consideration
in the planning of education.
The majority of immigrant countries have formulated policies
which provide for inter alia the dispersal of immigrants limiting
them to 20% per school, 5% per nationality per school and four
to five per class. The necessary consideration is given to the
religion of immigrants, but dispersal and education are regarded
as sufficient safeguard for native mores, religion and culture.
Immigrants are compelled to master the medium of instruction as
a prerequisite for cultural integration. The official medium
of instruction is compulsory in order to prevent the formation
of foreign language groups. Immigrants are exempted from the
second language and allowed to study their mother tongue as a
subject. In cases where a foreign language is taken, the consolidation of the medium of instruction receives priority.
Although private schools exist they are not regarded as desirable
because of their curbing effect on integration.
The grouping of immigrants in classes depends on their varying
degrees of alienation and on how soon the continuity of education
can be restored. Pre-school immigrant children attend nursery
schools in order to promote mastery of the-medium of instruction.
Reception centres are provided from where immigrants are directed
to schools. Dispersal in ordinary classes9 flexible integration,
promotion classes, intensive term and year classes are utilized.
Adolescents are required to comply with the regulations regarding
compulsory education in order to promote their social, cultural
and economic integration. Remedial education is provided and
teaching content adjusted and optimally utilized for transcultural
teaching.
Special methods of language teaching, for instance the audio-
linguistic method - based on words and structures with the
highest use frequency - are used to enable the immigrant pupils
to master a functional vocabulary quickly. Various teaching
aids are used, e.g. creation of realistic conditions in teaching,
holiday projects and various audio-visual aids.
Specially trained supernumerary teaching staff are appointed.
Immigrant parents are also taught the new language in order to
promote their economic value but also with a view to cultural
integration. A marked deficiency in the education of immigrant
pupils is encountered in countries where no research has been
done on education of immigrants. In such countries the alienation of immigrant children is emphasised and prolonged by their
isolation in "Ubergangklasse" and accumulation in ordinary classes.
7. Possible solutions to the problems in the education of
immigrant children in the research area -
In order to evaluate the education of immigrant pupils in the
research area, criteria were formulated with due regard to the
deficiencies of education in the research area, historical aspects of immigrant education and successful measures that have
been taken abroad. Local immigrant teaching was subsequently
evaluated by application of the formulated criteria, hence
deficiencies and excellencies in local measures were revealed.
The following proposals for the improvement of immigrant
education in the research area were deduced:
7.1. Education and immigration should be co-ordinated for the
"South Africanizing” of immigrant children and for the
protection of the national character of education and
national identity. This demands co-ordination concerning
the extent of provision of education for immigrant children
and the nature and extent of immigration.
(a) Research should be done immediately concerning the
factors underlying the alienation of immigrants and
the factors determining the national character of
education.
(b) National education policy demands education with a
broad national character. This implies elimination
of alienation amongst immigrants and cultural
integration with a view to ultimate citizenship. On
the other hand it implies the protection of the
national identity and the national character of
education. South Africanization contains an inherent
dualism rooted in the division of Whites into English
speaking and Afrikaans speaking groups. For the
purposes of this thesis South Africanization means
identification with either the Afrikaans or English section
of the community.
(c) Protection of the national character demands that the
volume and origin of immigrants should be controlled
and that the assimilability o:f prospective immigrants
should be carefully considered. Immigrants should be
limited to 20% per school, four to five per class and
5% per nationality per school.
Immigrants should attend the schools in the immediate
vicinity of their homes. Zoning should be statistically
planned to prevent excessive concentration of immigrants
in certain schools, and in order to promote fraternization
of immigrants with South African children guardian pupils•
should be appointed.
7.2. Immigrant education should retain the Protestant heritage
in South African education. Immigration should be limited
when the prospective immigrants are of the Roman Catholic
or Greek Orthodox faiths. Immigrants with permissive inclinations should be discouraged. Both immigrants and South
Africans should receive guidance regarding clause 2(a) of
Act no. 39 of 1967 in order to promote peaceful co-existence.
7.3. Immigrant education should preserve the traditional language
relationship of the outochthonous European population. This
entails reasonable limitation of the quota of English speaking
immigrants.
Immigrants should be carefully dispersed in order to maintain
a ratio of English to Afrikaans pupils of 1 : 9 in the
research area and schools of the O.F.S., and 3 : 7 in schools
of the Transvaal. Continental-Germanic children should be
canalized into the Afrikaans medium schools as Afrikaans
is closely related to their language of origin. Diverse
immigrants with no proficiency in English should also be
enrolled in Afrikaans medium schools. Under no
circumstances should State subsidies be available for private
mother tongue schools.
7.4. Immigrant education should aim at proficiency in the
second language only after knowledge of the medium of
instruction has been consolidated. Immigrant pupils
already fluent in the medium of instruction should receive
intensive instruction in the second official language.
7.5. Education in public schools should be fully utilized for
ensuring ultimate citizenship. Hence immigrants should
attend only free public schools. Immigrants may receive
instruction in their home language at the discretion of
the principal where this is justified by enrolment.
Immigrants should also be allowed to study their home language
as a third language, and matriculation subject.
7.6. Immigrant pupils including adolescents should comply with
the current regulations concerning compulsory education and
attend school regularly. Transference of immigrant pupils
to lower classes due to language deficiency should be
prohibited and immigrants should be compelled to undergo
reasonable military training.
7.7. The necessary educational guidance should be provided on
admission and primary emphasis should be placed on the
mastering of the medium of instruction.
7.8. Pre-primary education should be available for the preschool
immigrant children not proficient in the medium of
instruction. State aided and industrial nursery schools
as well as créches should be provided.
7.9. Reception centres should be provided to obtain the maximum
information regarding the potential and the scholastic
background of immigrant pupils, and to direct them to
specific schools.
7.10. Immigrant pupils should be placed in ordinary classes as
soon as possible and pupils not proficient in either the
medium of instruction or the second language should
receive intensive tuition in the relevant language in special
language classes. Those unacquainted with both official
languages should be flexibly integrated.
7.11. Older immigrant pupils unacquainted with the medium of
instruction and experiencing integration problems or those
who are forced to master the medium of instruction in a
very limited period before leaving school, should receive
intensive language teaching in a term, trimester or year
class.
7.12. In exceptional cases where the standard of education of
immigrant pupils is markedly below that of their peers, special
recovery classes of up to a year’s duration should be
provided. It is also advisable to admit all immigrant; pupils
who are over the age of 13 and who have not yet passed Std.
5 to the Practical Course and to apply flexible integration
in their cases.
7.13. Suitable provision should be made for remedial teaching of
immigrant pupils.
7.14. Vacation schools in rural areas, hostels and open air
schools should be utilized to South Africanize immigrant
pupils and South African pupils should receive guidance
in order to equip them to promote integration of immigrant
pupils.
7.15. Subject matter should also be chosen keeping in mind the
South Africanization, integration and acquisition of South
African culture of immigrant pupils.
7.16. Immigrant pupils’ knowledge of the medium of instruction
should be taken into consideration in their evaluation.
7.17. The intensive language teaching should concentrate on the
quick mastery of a high frequency, functional vocabulary.
Audio-visual aids as well as the visual lingual method
should be fully utilized.
7.18. The enrolment of pupils should be taken into consideration
for staffing purposes. Where the number of immigrant pupils
does not justify the appointment of a supernumerary teacher,
immigrants should be grouped together in a centrally located
school until the numbers are sufficient. Provision should
be made for a language advisor and suitable staff at the
reception centre.
7.19. Immigrant parents should be involved in the education of
their children and master the language of instruction. / Thesis--PU vir CHO
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Die effek van 'n leeshulpprogram op Kleurling-hoërskoolleerlinge : 'n vergelykende psigologiese ondersoek / Petrus Daniël Francois VogesVoges, Petrus Daniël Francois January 1985 (has links)
1. OBJECTIVE OF THE STUDY -
The aim of this study is a psychological and scholastic investigation
of the effect of a supplementary reading programme on Coloured high school
pupils.
In order to do this, zero hypotheses and alternative hypotheses were
drawn up which would enable one to compare an experimental group (which
had done the supplementary reading course) with a control group (which
had not done such a course). In short the zero hypotheses amount to
saying that there are no differences in reading ability, school
performance, study habits and study attitudes, aptitude and personality between
Coloured high school pupils •who did a reading development course and
those who did not do such a course. The alternative hypotheses endeavour
to prove the opposite, namely that such differences do exist.
2. LITERATURE SURVEY -
As a starting point for this investigation, a number of relevant
concepts were defined. Some of these concepts are "read", "reading
difficulties”, "Coloured”, “Urban and -rural areas”.
The importance of reading was demonstrated by pointing out that a good
reading ability is essential for the forming of a healthy personality,
social development, recreation, extending knowledge, etcetera.
The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed,
are the optical-mechanical model, psychometric models, psychological models,
the communication model and linguistic models.
The extent of reading difficulties was outlined by means of results
obtained by researchers, local and foreign. In this respect reference
was also made to reading differences pertaining to sex and reading
differences between rural and urban areas. A detailed account was given of
the main causes of reading difficulties related to scholastic and socioeconomic
factors, and in particular how these factors manifest themselves
among the Coloured community.
As far as the scholastic determinants are concerned, attention was given
to the poor pre-school environment of the Coloured child, insufficient
number of nursery schools, compulsory education and school leaving at
an early age, inadequate differentiation, lack of accommodation and a
shortage of suitably qualified staff. Concerning the socio-economic
determinants the following were dealt with: class differences, life
style of the lower class, the family milieu, cultural values and norms,
residential area and housing, recreational activities, linguistic
abilities and physical factors.
The diagnosis of reading difficulties was discussed in short. In this
survey particular attention was paid to the different levels of diagnosis
and methods of diagnosing. Some difficulties in diagnosing reading
problems among Coloureds were also pointed out.
The last aspect from the literature which was dealt with was the
remediation of reading problems. Emphasis was given to the more traditional
methods of supplementary reading teaching, for instance the basic reading
book method, the alphabet method, the neurological and the perceptual
kinaesthetic method. Lifting the causes of reading problems which emanate
from this study would allow remediation to be used to the full among
the Coloured people.
3. METHOD OF RESEARCH -
3.1 Sample:
In order to determine the effect of the supplementary reading programme,
a comparative study •was made between an experimental group (which did
a reading course) and a control group (which did not do such a course).
The sample consisted of a total experimental group of 31 people (Std.
8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while
on the other hand the total contra l group of 26 people (Std. 8 and Std.
9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils.
3.2 Measuring Instruments:
The measuring instruments used to investigate the different fields were
the following:
- Reading ability, The ophtalmograph
- Scholastic achievement, Real school marks
- Study habits, Questionnaire on study habits and attitudes
- Aptitude, Senior aptidude test
- Personality, The High School personality Questionnaire and IPAT Anxiety scale.
The above mentioned measuring instruments were discussed in detail under
the headings: objective, composition, validity, reliability and reason
for using them in this research.
3.3 Research procedures:
Global as well as reductionistic comparisons were used in this study.
A global comparison is drawn between the total experimental group and
the total control group. The reductionistic investigation entails a
comparison between the Std. 8 experimental and control groups as well
as a comparison between the Std. 9 experimental and control groups.
Apart from the above mentioned comparisons the Std. 8 and Std. 9 control
groups, as well as the Std. 9 and Std. 9 experimental groups were also
compared.
A description was given of the supplementary reading programme which
consisted of ten one hour sessions, as, well as a full description of
the apparatus used, namely the tachistoscope and the contro11ed reader.
Statistical calculations were done by the Statistical Consultation Service
of the Potchefstroom University for Christian Higher Education. Short
descriptions only of the techniques used are given in the study.
4. RESEARCH RESULTS -
The most important results of this research can be summarised as follows:
* READING ABILITY -
This study brings to light that the reading course brought a
significant improvement in reading achievement in the total experimental
group. Seen reductionistically the Std. 8 experimental group also
showed significant improvement when compared with the Std. 8 control
group. However, no significant differences were found between the
Std. 9 experimental and control groups. In the case of the total
and the Std. 8 experimental group the alternative hypothesis was
accepted while the zero hypothesis was maintained in the case of the Std.
9 groups.
* SCHOLASTIC ACHIEVEMENT -
The scholastic achievement of the total experimental group showed
a significant improvement when compared with the total control group.
Seen reductionistically the Std. 8 experimental group also achieved
significantly higher marks at school than the Std. 8 control group.
This te1dency was not repeated in the Std. 9 experimental group, where
no significant differences were found. In the case of the total and
the Std. 8 investigations the alternative hypothesis was accepted,
while the zero hypothesis had to be maintained for the Std. 9 group
comparison.
* STUDY HABITS AND ATTITUDES -
Seen globally the total experimental group exhibited better study
habits and attitudes than the total control group. When judged
reductionistically neither the Std. 8 not the Std. 9 group comparisons
brought to light any significant differences. Thus the zero hypothesis
was applicable to the reductionistic investigations, while the
alternative hypothesis was accepted in the case of the tota1 experimental
group.
* APTITUDE -
The zero hypothesis had to be accepted right through, in the global
as well as the reductionistical investigation, in other words, no
significant differences were found between the different groups as
far as aptitude is concerned. An interesting tendency was discovered,
however, from the calculated IQ's of the SAT, namely that there is
a connection between a supplementary reading course and a rise in
intelligence.
* PERSONALITY -
The total evaluation of personality traits of the Coloured high school
pupils by means of the HSPQ and IPAT Anxiety scale shows that the
reading course, judged globally or reductionistically, did not bring
about significant differences between the experimental and control
groups. Thus the zero hypothesis was accepted throughout.
5. SUMMARY AND CONCLUSION -
In researching the effect of a supplementary reading programme on
Coloured high school pupils it was found that there was a definite beneficial
influence on reading ability and scholastic achievement. It does seem
however, as if aptitude and personality development are established
aspects which will not be changed by a reading development course. If
the reading course should have a lasting effect on the aspects which
it improves, it is possible that in the .long run personality changes
and even improvement in aptitude may take place. As far as study habits
and attitudes are concerned, positive results were obtained, but it had
been expected to have been even better.
The results of this study correlate well with those of other researchers
on reading improvement by means of a supplementary reading course in
which apparatus is used. It should not be considered however as the
only method of reading aid, since many other researchers obtain positive
results with other methods.
On account of the distinctiveness of this study its results cannot be
generalised by the norms formed by the results of other researchers.
By reason of the population and the size of the sample of this study,
the results of this investigation can only be made applicable to the
Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom.
As a result of the new political dispensation it is to be expected that
there will be an improvement in the factors which cause reading
difficulties among the Coloured population, but it is .sure to be a long drawn
out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986
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A study of the facilitative role of the teacher in the implementation of gifted education in schools / Magtel Mare BallBall, Magtel Mare January 1989 (has links)
When an educational change such as gifted child education is introduced
into a school one of the key actors in its implementation on the
micro-level is the teacher, whose attitude toward the change may be
crucial as he is the ultimate user of that change. However, a teacher's
workload is often heavy and this leaves him with little time or
inclination to cope with the complexities of implementing a gifted child
programme such as learning new skills and knowledge required by the
programme.
Implementation - the process of putting into practice an educational
change or activity new to those expected to change - should occur in a
supportive environment, and assistance and training should be provided by
change agents both external and internal to the school. These change
facilitators though, are often remote from the practical problems and
concerns which may be experienced by teachers during the process of
implementation. It is also unlikely that they will make the day-to-day
interventions which are targeted directly at teachers. Consequently, a
teacher who is in close contact with other teachers, who has knowledge
and experience of their problems and who can gain easy access to their
classrooms appears to be in a viable position to act as a facilitator
during implementation. The literature indicates that a teacher regarded
as a charismatic, credible leader by his peers may assume the role of
teacher representative/facilitator, thereby enhancing the process of
implementation. He may emerge as a 'second change facilitator' who
complements the facilitative activities of the principal. He can also
compensate for what the principal does not do. There is little formal
recognition or training for this role - an experienced teacher with the
potential for becoming a change facilitator may assume this role. He may
then respond to the concerns of his colleagues, function as a
representative/role model, consult with teachers and reinforce their
implementation efforts, coach and train them, provide opportunities for
discussion and problem-solving and provide feedback on a day-to-day
basis. Unlike those of other change agents, his interventions may be
targeted directly at teachers.
The teacher's role as possible change facilitator during the process of
implementation may be subject to limitations since it appears from this
investigation that the degree to which he can make interventions is
influenced by the change facilitative style of the principal.
Principals, who emerge as key figures during the process of
implementation, have been identified as managers, responders or
initiators. The principal's style influences the type of interventions a
teacher facilitator may make and the roles he can assume.
From this study however it appears that the role of teacher-facilitator
is a viable and an important one especially in the phase of teacher use.
He is able to maintain close personal contact with his colleagues, he is
always available for consul tat ion, he can provide direct, personal aid
and he is able to target coaching and training activities directly at
teachers. By providing a supportive environment and assistance at the
classroom level a teacher can facilitate the implementation of a gifted
child programme in a school. / Dissertation (MEd)--UPE, 1989
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