The purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones. I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes. My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.

This study's purpose was to investigate the kinds of instructions provided for teachers by authors and publishers of elementary music series for the development of children's voices. Specifically, the study was 1. to investigate the recommended methodology related to the development of vocal concepts in children, 2. to investigate musical aspects that could be indicators of expected vocal ability in children, and 3. to relate the findings of this study to other research results that give insight into the vocal capabilities of children. To collect the data, the teacher's editions of grades one, three, and five of music series published by the Silver Burdett Company and by the American Book Company during the period circa 1945 to 1975 were subjected to a content analysis and to a musical analysis. Three categories were established for the content analysis: Vocal Characteristics, Singing Objectives, and Teaching Strategies. Validity of the research tool was tested by the jury method and by logical validity. Reliability coefficients of .90 were determined by using two additional coders and by re-coding material.

The purpose of this study was to explore the extent to which teaching strategies for theory content were utilised by nurse educators at a nursing college in Gauteng to determine whether these strategies complied with an outcomes- and problem-based nursing education programme and, if problems were identified, to make suggestions with regard to the appropriate teaching strategies. The aim of the study was to investigate what teaching strategies nurse educators utilised at a nursing college in Gauteng where an outcomes-based (OBE) and problem-based (PBL) nursing education programme was implemented. Teaching strategies used in the OBE approach are different from the traditional approach and nurse educators must master facilitation skills and guide learning of nursing students towards the attainment of outcomes, including critical cross-field outcomes such as problem-solving skills and critical thinking skills. Critical cross-field outcomes are essential life skills that learners should possess by the end of a specific course. A quantitative, non-experimental descriptive survey was used to explore the extent to which teaching strategies for theory content utilised by nurse educators at a nursing college in Gauteng, fit within an OBE and PBL nursing curriculum. Data from the study showed that educational facilities not accessible to students, were also not available to the students. These included the following: <li>Computer lab</li> <li>Internet</li> <li>Video conferences</li> <li>Teaching CD discs</li> It was also evident from the data collected that the respondents felt that library facilities were only available at another institution. From the literature studied on OBE and PBL, it became clear that, for the successful implementation thereof, students require access to computers and the Internet and these facilities should be made available to students to encourage and enhance self-directed learning, as it is an important component of PBL. The data collected clearly revealed that formal lectures were still very much utilised by nurse educators as a teaching strategy. This is a matter of great concern since formal lectures are of less importance in an OBE approach to learning. The data also indicated that nurse educators did not utilise research articles, which is again an essential part of OBE and PBL. On the other hand, the data were reassuring as it indicated that nurse educators utilised group discussions, small group activities and self-directed learning - all teaching strategies essential for OBE and PBL. Nurse educators indicated that a lack of training and in-service training were reasons why they felt only moderately competent in utilising OBE and PBL teaching strategies. Some also felt only moderately competent due to the lack of facilities, resources and support. Certain teaching strategies, such as PBL strategies, enhance critical thinking skills and assist in developing the learner’s decision-making skills. Therefore, it is important for nurse educators to make use of OBE and PBL teaching methods when facilitating learning. The South African Nursing Council [(SANC) 1993] states that “the purpose of nursing education is to develop the learner on a personal and professional level to become an independent, knowledgeable, safe practitioner with analytical and critical thinking skills”. Copyright / Dissertation (MCur)--University of Pretoria, 2009. / Nursing Science / unrestricted

A l’exemple d’une classe primaire de FLE en Allemagne, notre recherche porte sur le fonctionnement des stratégies d’enseignement dans leur intégralité. Elle se base à la fois sur l’analyse des transcriptions de cours (étude longitudinale sur 4 ans) que sur l’analyse des textes officiels promulgués par l’institution. En l’absence d’un modèle préalable dans ce domaine, nous avons conceptualisé notre approche théorique et pratique. S.P.I.R.A.L. : situe les stratégies dans un Système Pluriel d’Investissement de ressources pour l’Appropriation de la Langue. S.A.P.I.N.E : Stratégies/Apprenant/Pouvoir/Institution/Noosphère/Enseignant) attribue aux stratégies une place centrale comme vecteur de savoir. C.E.R.C.E. : Explique l’évolution des stratégies par cinq phases (Convention/Essor/Requête/Changement/Emploi). A.C.T.E. : Modèle pratique qui consiste à analyser les actions, leurs champs, leurs types et leurs expressions. Notre recherche a montré que les stratégies d’enseignement se co-construisent en interaction entre l’enseignant et les apprenants tout en liant des rapports dialectiques avec la réalité sociologique. Notre modèle d’analyse peut-être mis en œuvre pour comprendre les stratégies d’enseignement dans d’autres contextes d’enseignement des langues étrangères. / The thesis at hand focuses entirely on the functionality of teaching strategies and illustrates them on the French as a Foreign Language lessons of a primary class in Germany. The results are based on the analysis of several course transcripts (stemming from a long-term study of 4 years) and the examination of official essays being published by the institution. Due to the absence of a valid model in this domain, we have introduced the following theoretical and practical approaches. S.P.I.R.A.L.: Puts the strategies in a system of multiple resource investments for the appropriation of a language (Système Pluriel d’Investissement de ressources pour l’Appropriation de la Langue). S.A.P.I.N.E.: The approach assigns a central place to the strategies which acts as a vector of knowledge (Strategies (Stratégies)/Learner (Apprenant)/ Power (Pouvoir)/Institution(Institution)/Noosphere (Noosphère)/ Teacher (Enseignant). C.E.R.C.E.: Explains the evolution of strategies going through 5 different phases (Convention (Convention)/ Development (Essor)/ Request (Requête)/ Change(Changement)/ Employment (Emploi). A.C.T.E: Practical model which consists of actions (actions), their fields (champs), their types (types) and their expression (expression). The thesis has shown that the teaching strategies are created by the interaction betweenthe learner and the teacher and by linking dialectic relation ships with the sociological reality. The model of analysis can be used to understand teaching strategies in other teaching contexts of foreign languages.

The diploma thesis deals with the topic of differentiation at the primary level of education. It is based on the idea of inclusion and equal access to education. The theoretical part focuses on the similarities and differences of pupils at the age of middle childhood. Based on that, the following chapters introduce the most important factors of differentiation that are needed for successful teachers' work in heterogeneous classrooms. This part also shows some of the teaching methods and strategies that support an inclusive view of education. The practical part interprets experience of teachers with long teaching practice and compares them with the theoretical background. This work aims to introduce main and effective principles of differentiation that can serve as a source of inspiration for students, junior and senior teachers. Keywords: differentiation, diversity, heterogeneous classroom, equal opportunities in education, teaching strategies

Die afskaffing van lyfstraf in Suid-Afrikaanse skole het tot groter dissipline probleme onder leerders gelei. Onderwysers raak toenemend gefrustreerd aangesien min praktiese oplossings vir hierdie probleem bestaan. Hierdie studie bestudeer die rol wat agtergrondmusiek in die klaskamer kan speel om die leerling se konsentrasievermoë te verhoog, sy gedrag positief te verander en so die algehele dissipline in die klassituasie te verbeter. Agtergrondmusiek vorm deel van elke kind se leefwêreld aangesien moderne tegnologie dit maklik maak om musiek oral en altyd te luister. Leerders luister ’n groot gedeelte van elke dag na musiek, ook terwyl hulle huiswerk doen. Daarom was dit nodig om die tipe agtergrondmusiek te vind wat voordelig kan wees vir die leerder in ’n klassituasie. In hierdie studie is van praktiese aksienavorsing binne ‘n kwalitatiewe navorsingsontwerp gebruik om die ervarings van leerders tydens die aanwending van verskillende tipes agtergrondmusiek in die klaskamer te bepaal. Uit die verband tussen die leerders se gedragspatrone en waarnemings nadat klassieke instrumentale musiek in die klaskamer gespeel is, kan bevind word dat hierdie tipe agtergrondmusiek as potensiële tegniek gebruik kan word om dissipline in die klassituasie te verbeter. The abolition of corporal punishment in South African schools led to greater discipline problems among students. Teachers are becoming increasingly frustrated as few practical solutions to this problem exist. This study examines the role that background music in the classroom can play in the child's ability to concentrate, increasing his positive behavior and so the improvement of discipline in the classroom. Background music is part of every child's world as modern technology makes listening to music part of everyday living. Learners listen to a large portion of music every day, even while they are doing homework. Therefore it was necessary to study the influence of background music as to what extend it can benefit the student in the classroom. This study used practical action research within a qualitative research design. From the relationship between the learner's behaviour and observations after classical instrumental music was played in the classroom, this type of background music can be used as a potential technique to improve discipline in the classroom. / Dissertation (MMus)--University of Pretoria, 2014. / am2014 / Music / unrestricted

The purpose of the present study is to examine how a multicultural classroom affects the teaching of religion, and which conflicts teachers at secondary school and upper secondary school encounter in multicultural classrooms, as well as how these affect the school’s fundamental values. The study has been conducted through qualitative interviews with seven teachers who either teach religion at secondary school level or upper secondary school level.The study is based on the assumptions that multiculturalism affects teaching in the religion classroom and that there are conflicts where the conduct during the conflicts affects how schools work with their fundamental values. The study has a social constructionism approach where what teachers say about this study’s central concepts multiculturalism and conflict are studied. These concepts have then been used as a foundation for the analysis.The result of the study is that teachers are generally positive about a multicultural classroom for teaching religion; however, the study shows that there are both positive and negative aspects of this. The teachers in the study emphasized that the multicultural classroom, among other things, benefits the students' understanding of each other and that they can share and learn each other's experiences. The disadvantage of a multicultural classroom was considered by teachers to be the skepticism that can arise regarding their legitimacy as a mediator of knowledge. As for conflicts in the multicultural classroom in religion teaching, the result shows that teachers see conflicts as both positive and negative for the work on fundamental values, depending on its outcome. According to the teachers, a conflict can generate understanding and respect among the students, but also provide space for the students to express prejudices that lead to disagreements.Key

This thesis focuses on the concept of the trap for the reader, which is defined using the methodology of the cognitive science cognitive literary studies as an input of such structures and concepts in the text by which specific scheme is activated in the mind of the reader to be replaced by the different incompatible scheme. Based on this replacement, the comprehension of the text is reconstructed. Afterward, we describe specific types of trap for the reader. Every type of the trap is defined by replaced schemes: characters are prototypically an- thropomorphic, characters are black-and-white, characters are archetypes, the narrator speaks the truth, the genre is not changed. Excerpts of literary works are used to represent each type of trap. In the other part of the thesis, we demonstrate usage of this concept in the literature lessons at upper elementary and high schools. Both well-known pieces of the Czech literature, as well as contemporary young adult literature, are used as examples for the didactic use of this concept. Keywords cognitivism, cognitive literary studies, young adult literature, cognitive bias, critical thinking, functional literacy 5

The thesis focuses on the knowledge, opinions and teaching strategies of Czech higher elementary school teachers in relation to learners who have special educational needs (SEN); more specifically to students with ADHD and specific learning difficulties (SpLD). The data were drawn from interviews with two less experienced and two experienced teachers, and an anonymous online survey. The interviews were coded, emergent themes for each teacher were identified and broad thematic categories were developed; the categories were then further refined. Next, the themes for the two pairs of teachers - experienced and less experienced - were compared and contrasted in order to find shared patterns. Lastly, the four teachers were analysed jointly to find out whether the themes for the younger and the more experienced teachers differed. As for the survey, the data were analysed using qualitative, as well as quantitative methods. The qualitative methods included coding of the responses to the open- ended questions. The quantitative analysis was performed using several statistical tests. The findings show that most teachers seem to possess at least some degree of knowledge about the problems SEN students experience, and the strategies they can use to facilitate the learning process for them. Especially teachers...

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.