This thesis describes an intervention using the Mathematics Recovery programme in a South African context with a small sample of Grade 4 learners. The study uses a qualitative case study approach. The data collection included video recorded one-to-one oral interviews with the learners. I used the Learning Framework in Number (LFIN) developed by Wright, Martland, Stafford and Stanger (2006) to profile the learners using pre and post intervention interview data and to determine their levels of multiplicative reasoning. The analysis showed the positive impact of the Mathematics Recovery programme on the improvement of multiplicative reasoning. The study contributes to the use of Mathematics Recovery programmes in South Africa from both a teacher and teacher educator perspective.

M.Ed. (Multicultural Education) / Adolescents are constantly expected to prepare themselves successfully to fit into a rapidly changing society. To be able to cope with rapidly changing circumstances and fit into a multicultural society, adolescents need to have certain knowledge, skills and attitudes. Adolescence is a time of life which is marked by rapid physical, social, emotional and intellectual changes. As adolescents are easily influenced during this period, it is of the utmost importance that they be taught content which will make it possible for them to acquire the necessary knowledge, skills and attitudes by means of which to fulfil their social, cultural and economical functions within a multicultural societv. A life skills programme in which the multicultural nature of the school and society has been taken into account in selecting its content can be used to teach the adolescent such knowledge, skills and attitudes. The content of such a life skills programme has to meet the criteria applicable to a multicultural curriculum. These life skills can then be taught to adolescents in schools by means of a multicultural life skills programme. This study therefore attempts to identify criteria according to which the evaluation of content for a life skills programme which will be taught in schools in the South African multicultural society, can be undertaken. These criteria have been adapted to form a checklist which can be used by persons who have to evaluate the content of a life skills programme for a multicultural school and society. These criteria should only be seen as a guideline and should be used by persons with a sound knowledge of multicultural education.

The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In summary, future and more extensive studies are needed to continue to increase the understanding of assessment, diagnosis, instruction, and assistive technology (AT) options for individuals with written language disorders.

The purpose of this study was to identify and compare the job performance expectations of recent journalism graduates as perceived by selected managing editors and journalism educators in Standard Federal Region Six (the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas). The survey instrument consisted primarily of statements dealing with the topics of five research questions on the value of journalism education to success on newspapers, the value of newspaper experience to teaching journalism, the language skills of recent graduates, the value of academic research to the improvement of newspapers, and the "gap" between journalism education and journalism practice.

No description available.

The effectiveness of most parent education classed is measured by changes in the child. While all programs are developed from psychological theory, and have been evaluated by research, SES and cultural aspects of the undividual have been given little attention. Since public law has recognized the incidence of child abuse and neglect, large numbers of families are required to attend parent education classes. At the same time, research indicates no particular program is more effective than another.

In order to enhance academic achievement it is necessary to implement a teaching strategy which provides students with tools needed to improve classroom performance. This study will produce data showing whether the implementation of "Indentifying Similarities and Differences" is an effective teaching strategy.

Solicitud de envío manuscrito de artículo científico. / En Latinoamérica, en los últimos años, se han aplicado evaluaciones de desempeño docente. Dado ese contexto, en algunos países como Chile y México, se ha evidenciado una actitud negativa de los docentes y de incertidumbre frente a esta evaluación (Schulmeyer, 2002). En el caso peruano, por ejemplo, en el 2017, aproximadamente 238 mil docentes realizaron una de las huelgas magisteriales más grandes, donde reclamaron la derogatoria de la EDD (Fowks, 2017). Esta situación internacional evidencia la importancia de investigar las diversas aristas de esta problemática. En ese marco, se realizó esta investigación con el objetivo de explorar las creencias y las atribuciones causales que los docentes de escuelas bilingües rurales-multigrado de Nivel Primaria de la región Áncash manejan sobre esta evaluación. Se eligieron las creencias y las atribuciones causales como elementos teóricos, porque ambos son constructos que son complmentarias y que permiten estudiar las percepciones acerca de un fenómeno. A partir de ello, se realizó este estudio cualitativo con una aproximación fenomenológica y se utilizaron algunas herramientas de la teoría fundamentada. Luego de definir este presupuesto metodológico, se llevaron a cabo cinco entrevistas semiestructuradas a docentes de este tipo de escuelas. Después del análisis, se evidenció que los participantes asumen que su experiencia en aula, su preparación y su formación inicial constituyen causales de éxito o fracaso al momento de afrontar la EDD. Asimismo, se identificó cierto nivel de desconfianza en cuanto a la finalidad de la evaluación, ya que se halló que algunos docentes creen que esta evaluación probablemente busque el despido de los docentes. Por último, se encontró que algunos docentes creen que algunas características de sus estudiantes de las escuelas en las que trabajan y el tiempo asignado a la evaluación influirían en su desempeño al momento de afrontar la EDD. / In Latin America, in recent years, teacher performance evaluations have been applied. Given this context, some countries such as Chile and Mexico have shown a negative attitude of teachers and uncertainty regarding this evaluation (Schulmeyer, 2002). In the Peruvian case, for example, in 2017, approximately 238 thousand teachers carried out one of the largest teacher strikes, where they demanded the repeal of the Teacher Performance Evaluation (EDD in Spanish, Fowks, 2017). This international situation shows the importance of investigating the various aspects of this problem. In this framework, this research was carried out with the objective of exploring the beliefs and causal attributions that teachers of bilingual rural-multigrade Primary Level schools in the Ancash region handle on this evaluation. Beliefs and causal attributions were chosen as theoretical elements, because both are constructs that are complementary and that allow the study of perceptions about a phenomenon. Based on this, this qualitative study was carried out with a phenomenological approach and some tools of grounded theory were used. After defining this methodological estimation, five semi-structured interviews were carried out with teachers of this type of schools. After the analysis, it was evidenced that the participants assume that their experience in the classroom, their preparation and their initial training constitute causes of success or failure when facing the EDD. Likewise, a certain level of distrust was identified as to the purpose of the evaluation, since it was found that some teachers believe that this evaluation is likely to seek the dismissal of teachers. Finally, it was found that some teachers believe that some characteristics of their students from the schools in which they work and the time allocated to the evaluation would influence their performance when facing the EDD. / Trabajo de Suficiencia Profesional

Abstract in English, Zulu and Venda / For many years, the process of training a teacher has been extensively studied and debated in the scientific and academic community worldwide. However, the literature reviewed for the study revealed that few studies have been conducted on teaching practice in Zambia. The aim of this study was to determine the efficacy of the teaching practice programme of the University of Zambia, to identify its challenges and to propose improvements. This study was therefore guided by the following main research question: How effective is teaching practice conducted by the University of Zambia for the preparation of teachers to teach in secondary schools in Zambia? The study is informed by the third generation activity theory perspective. It is situated in the qualitative approach and the underlying epistemology is interpretive. The sample population was purposively selected and comprised the „triad‟: 8 teacher educators, 24 student teachers, and 10 supervising teachers. Data were collected from interviews, focus groups and lesson evaluation forms. The data from the interviews and focus groups were analysed thematically, while the data from lesson evaluation forms were analysed using the content analysis method. To present and analyse the participants‟ views, key themes were identified, which included the lack of clarity and consensus on the role of supervising teachers in teaching practice, and that the implementation of teaching practice is beset with many challenges. The study established that the short period for the implementation of teaching practice was a critical challenge to providing quality training to student teachers. Inadequate funds for teaching and learning materials and a lack of clarity and consensus on the role of supervising teachers in teaching practice were among the challenges. Most of the study‟s findings are consistent with earlier studies. One such finding was that student teachers demonstrated mastery of subject matter but had inadequate knowledge and skills in teaching methodology. Based on the evidence collected and analysed, the researcher established that the teaching practice implemented by the University of Zambia in schools is ineffective. Therefore, this study ends with recommendations to make the implementation of teaching practice by the University of Zambia in schools effective. One of the recommendations is that the School of Education should be separated from other faculties so that more time can be devoted to training and actual teaching practice in schools. / Iminyaka eminingi, inqubo yoqeqesho lothisha sekucwaningwe ngayo kanye nokuxoxisana ngayo ngososayense kanye nama-akhademiki kuwo wonke umhlaba. Imibhalo ebuyekeziwe ngocwaningo lwamanje, kodwa iveze ukuthi, bambalwa abacwaningi abaphenyisise ngezinqubo zokufundisa eZambia. Ucwaningo lwamanje belufuna ukubheka ukusebenza kohlelo lwenqubo yokufundisa, okwenziwa eYunivesithi yaseZambia, ngenhloso yokubona izinselele kanye nokuphakamisa izindlela zokuthuthukisa. Lo msebenzi ubuholelwa ngumbuzo wocwaningo olandelayo: Ngabe isebenza kanjani inqubo yokufundisa eyenziwa yiYunivesithi yeZambia, ukulungiselela othisha ukufundisa kwizikole zamasekondari eZambia? Ngokuholelwa yi-third-generation activity theory perspective, ucwaningo lusebenzise inqubo ye-qualitative kanye ne-interpretive ngaphansi kohlelo lwe-epistemology. Abantu okuthathwe kubo isampuli, ehlelwe ngenhloso ibiqukethe i-'triad' yabafundisi bothisha, izitshudeni ezifundela ukufundisa kanye nothisha abasuphavayisayo. Kuqoqwe idata (ulwazi) ngokusebenzisa ama-interview, ama-focus group kanye namafomu okuhlola izifundo, ngemuva kwalokho idata etholakele kuqala yahlaziywa ngokulandela izihloko (thematically), kanti idata yakamuva yona kwenziwa uhlaziyo lwengqikithi (content analysis) ngayo. Ukwethula kanye nokuhlaziya imibono yababambiqhaza, kwabonwa izihloko (themes) ezisemqoka, phakathi kwazo kwaba nokungaqiniseki kahle ngendima edlalwa ngothisha abasuphavayisayo kwinqubo yokufundisa, kanye nezihibe ekusebenzeni ngokulandela inqubo yokufundisa. Imiphumela iveze ukuthi isikhathi esifishane esibekiwe sokusebenzisa inqubo yokufundisa sibangele inselele esemqoka maqondana neqophelo loqeqesho olunikezwa izitshudeni zothisha. Akunamali elingene yokuthola imetheriyali yezinto zokufundisa kanye nokufunda, kanti futhi kunokungacaci kahle kanye nokungavumelani ngendima yothisha abasuphavayisayo kwinqubo yokufundisa, nakho lokhu kwabikwa. Ngisho noma imiphumela yocwaningo ihambelana nemisebenzi yangaphambilini, okutholakele okusemqoka kube wukuthi izitshudeni zothisha zikwazile ukukhombisa ukuqondisisa kwazo ngengqikithi yezifundo (subject matter), kodwa bezingenalwazi olwanele, namakhono ngemetodoloji yokufundisa. Ngokulandela ubufakazi obuqoqiwe bahlaziywa, umcwaningi uthole ukuthi inqubo yokufundisa yabathwebule izifundo eYunivesithi yaseZambiwa, abayisebenzisayo ezikoleni, ayisebenzi ngokufanele. Lolu cwaningo, luphethe ngezincomo zokushintsha lesi simo, esinye sazo wukuthi i-School of Education kumele sihlukaniswe namanye amafakhalthi, ukuze kusetshenziswe isikhathi esiningi kugxilwa kakhulu ekuqeqeshweni kothisha kanye nenqubo yokufundisa ezikoleni. / Ndi miṅwaha minzhi, maitele a u gudisa vhadededzi a tshi khou gudiwa nga vhuroṅwane na u haseledzwa nga zwitshavha zwa saintsi na zwa akademi u mona na ḽifhasi. Maṅwalwa a zwine zwa tea u itwa zwino o bvisela khagala uri, fhedzi, hu na vhaṱoḓisisi vha si gathi vho sengulusaho kufunzele kwa Zambia. Ngudo dza zwino dzo lwela u vhona u vhona u shuma ha mbekanyamushumo ya nḓowenḓowe dza u funza ine ya ṋekedzwa nga Yunivesithi ya Zambia, ho sedzwa u topola khaedu na u dzinginya zwine zwa tea u khwiṋiswa. Zwiito izwi zwo endedzwa nga mbudziso khulwane ya ṱhoḓisiso i tevhelaho: Nḓowenḓowe dza u funza dzine dza khou itwa ngei Yunivesithi ya Zambia dzi khou shuma u swika ngafhi, u lugisela vhadededzi uri vha kone u funza kha zwikolo zwa sekondari zwa Zambia? Musi zwi khou ḓisendeka nga nyito dza murafho wa vhuraru wa kuvhonele kwa thyeori, ngudo dzo shumisa maitele a u sedza ndeme na thyeori ya nḓivho ya kuṱalutshedzele kwa zwi re ngomu. Sambula ya tshitshavha, ye ya nanguludzwa hu na ndivho, yo vha i na „zwigwada zwa vhathu nga vhararu‟ vha vhadededzi, matshudeni a gudelaho vhudededzi na vhalavhelesi vha zwa vhudededzi. Data yo kuvhanganywiwa nga kha inthaviwu, zwigwada zwo sedzwaho na fomo dza u ela ngudo, zwine nga murahu data yo wanalaho kha izwi zwivhili zwa u thoma ya kona u saukanywa u ya nga thero, ngeno data ya zwa u fhedzisela yo livhana na musaukanyo wa zwi re ngomu. U itela u ṋekedza na u saukanya mihumbulo ya vho dzhenelelaho ho topolwa thero dza ndeme, dzine khadzo ha vha na u timatima nga ha mushumo wa vhadededzi vha lavhelesaho kha nyito dza u funza, na zwithithisi zwa tshumiso ya nḓowenḓowe dza u funza. Mawanwa o bvisela khagala uri tshifhinga tshipfufhi tsho ṋekedzwaho nḓowenḓowe dza u funza tsho ṋekedza khaedu khulwane maelana na ndeme ya vhugudisi vhune ha ṋekedzwa matshudeni a zwa vhudededzi. Masheleni a songo lingana a matheriaḽa wa u funza na u guda, na u shaya u bvela khagala na u tendelana kha mushumo wa vhadededzi vha lavhelesaho ndowenḓowe dza u funa, na zwone zwo vhigiwa. Musi vhunzhi ha mawaṅwa a ngudo a tshi elana na a mishumo ya u rangani, hu na mawanwa a kungaho a uri matshudeni vha zwa vhudededzi vho kona u sumbedzisa u ḓivha mafhungo a thero dzavho, fhedzi vha vha vha si na nḓivho yo linganaho ya zwikili, kha ngona dza u funza. Zwo ḓisendeka nga vhuṱanzi ho kuvhanganyiwaho na u saukanywa, muṱoḓisisi o wana uri nḓowenḓowe dza u funza dzine vhatelwadigirii vha Yunivesithi ya Zambia vha shumisa zwikoloni, a dzi tou shuma. Ngudo dzo khunyeledza uri hu vhe na themendelo dzo vhalaho dza u shandukisa nyimele ya zwithu, zwine zwa sia Tshikolo tsha zwa Pfunzo tshi tshi tea u fhandekanywa na miṅwe mihasho uri hu vhe na tshifhinga tshinzhi tsha vhugudisi na nḓowenḓowe dza u funza zwikoloni. / Curriculum and Instructional Studies / D. Phil. (Education)

Dissertation / Psychology of Education / M.Ed. (Psychology of Education)