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The development of a nutrition teaching programme for foundation phase learners in rural schools / Michelle JerlingJerling, Michelle January 2007 (has links)
Healthy nutrition is indispensable for the advancement and maintenance of an individual's
health during the whole life cycle. A huge percentage of young and developing children in
South Africa are subjected to undernourishment and malnourishment. Malnourishment and
undernourishment can signify permanent negative consequences for the physical, intellectual
and psycho-social development of the child.
The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools.
Qualitative research methods were used in the empirical research. Data was collected by
means of structured interviews and classroom observations at four farm schools which were
identified by the Department of Education (North-West Province) to take part in the research
project on nutrition in rural areas.
The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education
programme for educators in rural schools with a view to be able to offer more effective nutrition
education for Foundation Phase learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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The development of a nutrition teaching programme for foundation phase learners in rural schools / Michelle JerlingJerling, Michelle January 2007 (has links)
Healthy nutrition is indispensable for the advancement and maintenance of an individual's
health during the whole life cycle. A huge percentage of young and developing children in
South Africa are subjected to undernourishment and malnourishment. Malnourishment and
undernourishment can signify permanent negative consequences for the physical, intellectual
and psycho-social development of the child.
The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools.
Qualitative research methods were used in the empirical research. Data was collected by
means of structured interviews and classroom observations at four farm schools which were
identified by the Department of Education (North-West Province) to take part in the research
project on nutrition in rural areas.
The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education
programme for educators in rural schools with a view to be able to offer more effective nutrition
education for Foundation Phase learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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Health care for rural high school athletes injury rates, risk factors, and implications; a preliminary analysis /Driscoll, Erin M. January 2007 (has links)
Thesis (M.S.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.
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A measure of progress voices of rural secondary students with disabilities in co-taught settings /Harkins, Lois S. January 2007 (has links)
Thesis (Ph.D.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.
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Umara-Ulama-Ummah relations and pesantrens in Aceh Province, Indonesia : a study of the challenges to the authority of a traditionalist kiyai /Yeoh, Siok Cheng. January 1994 (has links)
Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [403]-432).
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The schooling experiences of Fulani Muslim girls in the Fouta Djallon Region of Guinea : forces influencing their retention in a rural secondary school of Dalaba /Baldé, Aissatou MBambé. January 2004 (has links)
Thesis (Ph.D.)--Ohio University, August, 2004. / Includes bibliographical references (p. 203-220)
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The implementation of multigrade teaching in rural schools in the Keetmanshoop education region : leadership and management challenges /Titus, David Petrus. January 2004 (has links)
Thesis (M. Ed. (Education))--Rhodes University, 2004. / In partial fulfilment of the requirements for the degree Masters in Education (Educational Leadership and Management).
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Filling a need administrative practices in Mason County WV one-room schools from 1935-1950 /Sturgeon, Douglas A. January 2002 (has links)
Thesis (Ed. D.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains v, 183 p. Includes abstract. Includes bibliographical references (p. 170-178).
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School discipline theory and practice : implications for policy development in an isolated, rural school setting /Sellars, Desmond, January 1999 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Includes bibliographical references.
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Student and employer perceptions of work-based learning in rural community colleges in MississippiKing-Bailey, Shirley Ann, January 2009 (has links)
Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.
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