Student Number : 9702858G - MA research report - School of Human and Community Development - Faculty of Humanities / This study forms part of a series of studies on the use of mental imagery in learning. Preliminary data suggests that high mental imagery techniques are as effective as phonological based techniques in the remediation of the English language abilities of learners with difficulties in reading and written expression, and may lead to greater improvements where children have previously not learned using phonic approaches to learning to read, write and spell. Preliminary data further suggest that cognitive improvements, which cannot be explained purely by maturation factors, are also apparent as a result. The primary focus of this study was to investigate the effectiveness of high mental imagery techniques in improving the simultaneous and successive processing abilities of Grade V learners with learning disorders of reading and written expression. It also aimed to explore the usefulness of mental imagery techniques in improving the English spelling, reading and writing abilities of these learners. Eight Grade V learners attending a remedial primary school were selected to participate in this study. These learners were those who, in view of their scholastic history, were considered to be ‘treatment resisters’, implying that they had progressed poorly and had not responded well to other forms of traditional remedial intervention received in improving their English language abilities. Each participant’s cognitive, spelling, reading and writing abilities were pre and post tested utilising various psycho-educational and cognitive psychological assessment tools and their phonic skills were analysed. The sample received six months of bi-weekly individual remedial tuition in accordance with the remedial intervention strategy of the study group to which the participants had been randomly assigned. Four participants were tutored via high mental imagery techniques (experimental group) and four participants tutored utilising a phonological approach, forming the contrast group. Aggregated case study methodology was utilised to analyse the data. The results of this pilot study suggest that high mental imagery techniques are useful in improving the successive and simultaneous processing abilities and reading, spelling and writing skills of learners suffering learning disorders of reading and written expression. It should be noted that statistical analysis of the results was not undertaken owing to the small numbers of participants comprising the sample. However, when results obtained were analysed on a case by case basis as well as through aggregated case contrasts, there were strong indications to suggest that the gains made by the those participants tutored using high mental imagery techniques exceeded those of participants tutored in phonological techniques.

Esta pesquisa analisa o Programa de Apoio Pedagógico implementado na Rede Municipal de Ensino de Ribeirão Preto, a partir da percepção dos profissionais. A pesquisa, de natureza qualitativa, foi realizada entre agosto de 2011 e junho de 2013, e utilizou-se de análise documental; entrevistas com gestores municipais; aplicação de questionários a Professores de Apoio Pedagógico (PAPs) atuantes no ano letivo de 2012; e entrevistas com PAPs e Professores Titulares que atuaram com Professores de Apoio. A inserção de um segundo professor em sala de aula foi verificada em quantidade significativa em diferentes Redes de ensino em todo o país. Para compreensão das diferentes experiências de introdução do segundo professor em sala de aula, foram identificadas diferentes realidades em que a implantação do Professor de Apoio tem sido efetivada: o Professor de Apoio em Portugal, dentro de uma perspectiva de educação inclusiva, o collaborative teaching, nos Estados Unidos, a docência compartilhada, em Porto Alegre (RS), e o Auxiliar de Ensino nas Redes Municipal e Estadual de Ensino de São Paulo. A proposta do segundo professor parece ter se difundido no Brasil a partir da década de 1990, quando é iniciada uma profunda reforma no Estado Brasileiro, com importantes implicações para as políticas educacionais. Em relação ao Programa objeto de análise, foi constatada ausência de documentos oficiais que relatassem seu histórico e suas orientações teórico-metodológicas. A partir dos dados dos questionários e das entrevistas com os Professores, buscou-se apresentar o Programa de Apoio Pedagógico segundo a percepção dos profissionais. Os dados obtidos permitiram verificar a existência no Programa de entraves na efetivação de uma educação na perspectiva de qualidade social. A fragilidade da política foi identificada na indefinição clara de objetivos, a ausência de orientações e de formação específica para a função de Professor de Apoio Pedagógico, a ausência ou insuficiência de materiais destinados ao Programa, e a ausência de instrumentos formais para sua avaliação. Observou-se que a prática do Professor de Apoio Pedagógico ainda não foi consolidada, e que as dificuldades de implantação do segundo professor reiteram os obstáculos presentes no primeiro programa de atuação de voluntários que o antecede. / This research analyzes the Educational Support Program implemented in Municipal Schools of Ribeirão Preto, from the professionals perception. The research was qualitative, was conducted between August 2011 and June 2013, and used document analysis, interviews with municipal managers; questionnaires with Educational Support Teachers (PAPs) who worked in the academic year 2012, and interviews with PAPs and Teachers who worked with Support Teachers. The insertion of a second teacher in the classroom was found in significant amounts in different school systems throughout the country. To understand the different experiences of introducing the second teacher in the classroom, it was identified different realities in which the implementation of Support Teacher has been effected: Support Teacher in Portugal, within a perspective of inclusive education, the collaborative teaching in the United States, shared teaching, in Porto Alegre (RS), and Teaching Assistant in the São Paulo´s Municipal and State Education Systems. The proposal of second teacher seems to have been widespread in Brazil from the 1990s, when it began a profound reform in the Brazilian State, with important implications for educational policy. Regarding the analyzed program was observed absence of official documents to report on its history and its theoretical and methodological orientation, necessitating the use of oral sources through interviews with management team´s representatives of the researched city´s Municipal Department of Education. From the data of questionnaires and interviews with teachers sought to present the Educational Support Program by professionals perception. The obtained data showed the existence of barriers in the Program to actualize an education from the perspective of social quality. The fragility of the politics were identified in undefined clear goals, the absence of guidelines and specific training for the role of Educational Support Teachers, the lack or the failure of materials for the Program, the absence of formal instruments for its evaluation. It was observed that Pedagogical Support Teacher´s practice has not yet been consolidated, and the difficulties of implementing the second teacher reiterate the obstacles in the first program of volunteers work that precedes it.

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model may not be sufficient to meet the needs of students with disabilities. Researchers are currently looking at what elements will assist students with disabilities to learn mathematics both conceptually and procedurally. Explicit direct instruction, modeling, guided and independent practice, and providing advanced organizers have been found to help students with disabilities to be successful. Results indicated that students with mild disabilities were able to use the strategy independently to accurately solve the training word problems using division or multiplication. Also, students were able to generalize both the strategy use as well as the word problem accuracy to the measurement of area problems. Additionally, two of the three students continued to use the strategy appropriately to accurately solve word problems in the 6-week follow-up phase. Suggestions for future studies are provided as well as educational implications. / by Mary R. Taber. / Thesis (Ed.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

by Emily Ma Fung Wai Yung. / Bibliography : leaves 145-162 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

Esta pesquisa analisa o Programa de Apoio Pedagógico implementado na Rede Municipal de Ensino de Ribeirão Preto, a partir da percepção dos profissionais. A pesquisa, de natureza qualitativa, foi realizada entre agosto de 2011 e junho de 2013, e utilizou-se de análise documental; entrevistas com gestores municipais; aplicação de questionários a Professores de Apoio Pedagógico (PAPs) atuantes no ano letivo de 2012; e entrevistas com PAPs e Professores Titulares que atuaram com Professores de Apoio. A inserção de um segundo professor em sala de aula foi verificada em quantidade significativa em diferentes Redes de ensino em todo o país. Para compreensão das diferentes experiências de introdução do segundo professor em sala de aula, foram identificadas diferentes realidades em que a implantação do Professor de Apoio tem sido efetivada: o Professor de Apoio em Portugal, dentro de uma perspectiva de educação inclusiva, o collaborative teaching, nos Estados Unidos, a docência compartilhada, em Porto Alegre (RS), e o Auxiliar de Ensino nas Redes Municipal e Estadual de Ensino de São Paulo. A proposta do segundo professor parece ter se difundido no Brasil a partir da década de 1990, quando é iniciada uma profunda reforma no Estado Brasileiro, com importantes implicações para as políticas educacionais. Em relação ao Programa objeto de análise, foi constatada ausência de documentos oficiais que relatassem seu histórico e suas orientações teórico-metodológicas. A partir dos dados dos questionários e das entrevistas com os Professores, buscou-se apresentar o Programa de Apoio Pedagógico segundo a percepção dos profissionais. Os dados obtidos permitiram verificar a existência no Programa de entraves na efetivação de uma educação na perspectiva de qualidade social. A fragilidade da política foi identificada na indefinição clara de objetivos, a ausência de orientações e de formação específica para a função de Professor de Apoio Pedagógico, a ausência ou insuficiência de materiais destinados ao Programa, e a ausência de instrumentos formais para sua avaliação. Observou-se que a prática do Professor de Apoio Pedagógico ainda não foi consolidada, e que as dificuldades de implantação do segundo professor reiteram os obstáculos presentes no primeiro programa de atuação de voluntários que o antecede. / This research analyzes the Educational Support Program implemented in Municipal Schools of Ribeirão Preto, from the professionals perception. The research was qualitative, was conducted between August 2011 and June 2013, and used document analysis, interviews with municipal managers; questionnaires with Educational Support Teachers (PAPs) who worked in the academic year 2012, and interviews with PAPs and Teachers who worked with Support Teachers. The insertion of a second teacher in the classroom was found in significant amounts in different school systems throughout the country. To understand the different experiences of introducing the second teacher in the classroom, it was identified different realities in which the implementation of Support Teacher has been effected: Support Teacher in Portugal, within a perspective of inclusive education, the collaborative teaching in the United States, shared teaching, in Porto Alegre (RS), and Teaching Assistant in the São Paulo´s Municipal and State Education Systems. The proposal of second teacher seems to have been widespread in Brazil from the 1990s, when it began a profound reform in the Brazilian State, with important implications for educational policy. Regarding the analyzed program was observed absence of official documents to report on its history and its theoretical and methodological orientation, necessitating the use of oral sources through interviews with management team´s representatives of the researched city´s Municipal Department of Education. From the data of questionnaires and interviews with teachers sought to present the Educational Support Program by professionals perception. The obtained data showed the existence of barriers in the Program to actualize an education from the perspective of social quality. The fragility of the politics were identified in undefined clear goals, the absence of guidelines and specific training for the role of Educational Support Teachers, the lack or the failure of materials for the Program, the absence of formal instruments for its evaluation. It was observed that Pedagogical Support Teacher´s practice has not yet been consolidated, and the difficulties of implementing the second teacher reiterate the obstacles in the first program of volunteers work that precedes it.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

M. Tech. Education / Given the challenges of shortage of skills as informed by low performance in Grade 12 Mathematics, it seemed appropriate that a study on factors behind poor performance in Mathematics amongst grade 12 learners be undertaken. The study explored various factors that contribute to poor performance of learners in Mathematics in grade 12.

published_or_final_version / abstract / toc / Education / Master / Master of Education

No description available.

Genetics has been identified as a subject area which many students find difficult to comprehend. The researcher, who is also a lecturer at the University of KwaZulu-Natal, had noted over a number of years that students find the field of quantitative genetics particularly challenging. The aim of this investigation was two-fold. Firstly, during the diagnostic phase of the investigation, to obtain empirical evidence on the nature of difficulties and alternative conceptions that may be experienced by some students in the context of quantitative genetics. Secondly, to develop, implement and assess an intervention during the remediation phase of the study which could address the identified difficulties and alternative conceptions. The research was conducted from a human constructivist perspective using an action research approach. A mixed-method, pragmatic paradigm was employed. The study was conducted at the University of KwaZulu-Natal over four years and involved third-year students studying introductory modules in quantitative genetics. Empirical evidence of students' conceptual frameworks, student difficulties and alternative conceptions was obtained during the diagnostic phase using five research instruments. These included: free-response probes, multiple-choice diagnostic tests, student-generated concept maps, a word association study and student interviews. Data were collected, at the start and completion of the modules, to ascertain the status of students' prior knowledge (prior knowledge concepts), and what they had learnt during the teaching of the module (quantitative genetics concepts). Student-generated concept maps and student interviews were used to determine whether students were able to integrate their knowledge and link key concepts of quantitative genetics. This initial analysis indicated that many students had difficulty integrating their knowledge of variance and heritability, and could not apply their knowledge of quantitative genetics to the solution of practical problems. Multiple-choice diagnostic tests and interviews with selected students were used to gather data on student difficulties and alternative conceptions. The results suggested that students held five primary difficulties or alternative conceptions with respect to prior knowledge concepts: (1) confusion between the terms variation and variance; (2) inappropriate association of heterozygosity with variation in a population; (3) inappropriate association of variation with change; (4) inappropriate association of equilibrium with inbred populations and with values of zero and one; and, (5) difficulty relating descriptive statistics to graphs of a normal distribution. Furthermore, three major difficulties were detected with respect to students understanding of quantitative genetics concepts: (1) students frequently confused individual and population measures such as breeding value and heritability; (2) students confused the terms heritability and inheritance; and, (3) students were not able to link descriptive statistics such as variance and heritability to histograms. Students found the concepts of variance and heritability to be particularly challenging. A synthesis of the results obtained from the diagnostic phase indicated that many of the difficulties and alternative conceptions noted were due to confusion between certain terms and topics and that students had difficulty with the construction and interpretation of histograms. These results were used to develop a model of the possible source of students' difficulties. It was hypothesized and found that the sequence in which concepts are introduced to students at many South African universities could be responsible for difficulties and alternative conceptions identified during the study, particularly the inappropriate association of terms or topics. An intervention was developed to address the identified difficulties and alternative conceptions. This intervention consisted of a series of computer-based tutorials and concept mapping exercises. The intervention was then implemented throughout a third year introductory module in quantitative genetics. The effectiveness of the intervention was assessed using the multiple-choice diagnostic tests and interview protocols developed during the diagnostic phase. The knowledge of the student group who participated in the intervention (test group) was compared against a student group from the previous year that had only been exposed to conventional teaching strategies (control group). t-tests, an analysis of covariance and a regression analysis all indicated that the intervention had been effective. Furthermore, an inductive analysis of the student responses indicted that most students understanding of the concepts of variance, heritability and histograms was greatly improved. The concept maps generated by students during the remediation phase, and data from the student interviews, provided an indication of the nature and extent of the conceptual change which had occurred during the teaching of the module. The results showed that most of the conceptual change could be classified as conceptual development or conceptual capture and not conceptual exchange. Furthermore, it seemed that conceptual change had occurred when considered from an epistemological, ontological and affective perspective, with most students indicating that they felt they had benefited from all aspects of the intervention. The findings of this research strongly suggest an urgent need to redesign quantitative genetics course curricula. Cognisance should be taken of both the sequence and the manner in which key concepts are taught in order to enhance students' understanding of this highly cognitively demanding area of genetics. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.