O público idoso, crescente no Brasil e cada vez mais adepto do uso da internet e dos meios digitais, necessita de atenção quando o assunto é inclusão digital, pois podem apresentar limitações físicas e cognitivas que dificultam a realização de tarefas que requeiram o uso computador. Considerar estes usuários e envolvê-los no processo de desenvolvimento de materiais didáticos no formato digital, utilizando técnicas de Design Participativo, pode amenizar a rejeição relacionada à utilização deste material por este público. Com isso, definiu-se como objetivo geral desta pesquisa analisar a aplicação de técnicas de Design Participativo com o público idoso para a inclusão digital. Nesta pesquisa foram aplicadas as técnicas de Design Participativo Storytelling Workshop, Criação de linguagens comuns e Braindraw com idosos, para o desenvolvimento de um exemplo de material didático digital voltado a este público. Os passos adotados para atingir o objetivo geral foram: estudo bibliográfico por meio de um fichamento e de uma revisão sistemática de literatura; coleta de dados por meio de entrevistas, para investigação das demandas de inclusão digital do público idoso; aplicação de técnicas de Design Participativo com idosos, cujo objetivo foi o levantamento de requisitos para o desenvolvimento do material didático. Após a análise das informações obtidas com a aplicação das técnicas de Design Participativo foram identificados e listados alguns pontos de observação, que tratam das preferências destes usuários na utilização de materiais didáticos digitais. Com estes pontos de observação foi proposto um exemplo de material didático no formato digital, caracterizado como Recurso Educacional Aberto, para aprendizagem de uma ferramenta de comunicação via internet. Este material foi validado por usuários idosos e atendeu a maioria dos requisitos. Por fim, constatou-se que a atividade participativa para os idosos gera resultados positivos e pode ser adotada no desenvolvimento de tecnologias para este público. / The elderly public, growing in Brazil and increasingly adept at using the internet and digital media, needs attention when it comes to digital inclusion, since they may present physical and cognitive limitations that make it difficult to perform tasks that require computer use. Considering these users and involving them in the process of developing teaching materials in the digital format, using Participatory Design techniques, can ease the rejection related to the use of this material by this public. With this, it was defined as a general objective of this research to analyze the application of Participatory Design techniques with the elderly public for digital inclusion. In this research were applied the techniques of Participatory Design Storytelling Workshop, Creation of common languages and Braindraw with the elderly, for the development of an example of digital didactic material aimed at this public. The steps taken to reach the general objective were: a bibliographic study through a file and a systematic literature review; Data collection through interviews, to investigate the digital inclusion demands of the elderly public; Application of Participatory Design techniques with the elderly, whose objective was the survey of requirements for the development of didactic material. After analyzing the information obtained with the application of Participatory Design techniques, some observation points were identified and listed, which address the preferences of these users in the use of digital didactic materials. With these observation points, an example of didactic material in the digital format, characterized as Open Educational Resource, was proposed for learning an internet communication tool. This material was validated by elderly users and met most of the requirements. Finally, it was verified that the participative activity for the elderly generates positive results and can be adopted in the development of technologies for this public.

O público idoso, crescente no Brasil e cada vez mais adepto do uso da internet e dos meios digitais, necessita de atenção quando o assunto é inclusão digital, pois podem apresentar limitações físicas e cognitivas que dificultam a realização de tarefas que requeiram o uso computador. Considerar estes usuários e envolvê-los no processo de desenvolvimento de materiais didáticos no formato digital, utilizando técnicas de Design Participativo, pode amenizar a rejeição relacionada à utilização deste material por este público. Com isso, definiu-se como objetivo geral desta pesquisa analisar a aplicação de técnicas de Design Participativo com o público idoso para a inclusão digital. Nesta pesquisa foram aplicadas as técnicas de Design Participativo Storytelling Workshop, Criação de linguagens comuns e Braindraw com idosos, para o desenvolvimento de um exemplo de material didático digital voltado a este público. Os passos adotados para atingir o objetivo geral foram: estudo bibliográfico por meio de um fichamento e de uma revisão sistemática de literatura; coleta de dados por meio de entrevistas, para investigação das demandas de inclusão digital do público idoso; aplicação de técnicas de Design Participativo com idosos, cujo objetivo foi o levantamento de requisitos para o desenvolvimento do material didático. Após a análise das informações obtidas com a aplicação das técnicas de Design Participativo foram identificados e listados alguns pontos de observação, que tratam das preferências destes usuários na utilização de materiais didáticos digitais. Com estes pontos de observação foi proposto um exemplo de material didático no formato digital, caracterizado como Recurso Educacional Aberto, para aprendizagem de uma ferramenta de comunicação via internet. Este material foi validado por usuários idosos e atendeu a maioria dos requisitos. Por fim, constatou-se que a atividade participativa para os idosos gera resultados positivos e pode ser adotada no desenvolvimento de tecnologias para este público. / The elderly public, growing in Brazil and increasingly adept at using the internet and digital media, needs attention when it comes to digital inclusion, since they may present physical and cognitive limitations that make it difficult to perform tasks that require computer use. Considering these users and involving them in the process of developing teaching materials in the digital format, using Participatory Design techniques, can ease the rejection related to the use of this material by this public. With this, it was defined as a general objective of this research to analyze the application of Participatory Design techniques with the elderly public for digital inclusion. In this research were applied the techniques of Participatory Design Storytelling Workshop, Creation of common languages and Braindraw with the elderly, for the development of an example of digital didactic material aimed at this public. The steps taken to reach the general objective were: a bibliographic study through a file and a systematic literature review; Data collection through interviews, to investigate the digital inclusion demands of the elderly public; Application of Participatory Design techniques with the elderly, whose objective was the survey of requirements for the development of didactic material. After analyzing the information obtained with the application of Participatory Design techniques, some observation points were identified and listed, which address the preferences of these users in the use of digital didactic materials. With these observation points, an example of didactic material in the digital format, characterized as Open Educational Resource, was proposed for learning an internet communication tool. This material was validated by elderly users and met most of the requirements. Finally, it was verified that the participative activity for the elderly generates positive results and can be adopted in the development of technologies for this public.

Orientador: Linda Gentry El-Dash / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T20:12:53Z (GMT). No. of bitstreams: 1 CastellanosTrujillo_JaimeAlexander_M.pdf: 1186244 bytes, checksum: b1ab38fb96d6b88868141e755da530e1 (MD5) Previous issue date: 2014 / Resumo: Este trabalho apresenta uma investigação acerca das opiniões de alunos brasileiros, adultos, profissionais, que fazem aula particular de inglês sobre o que os motiva a aprender a língua inglesa como LE. Apresentamos inicialmente a trajetória da pesquisa, seguida de uma revisão teórico-metodológica. Valemos-nos da Metodologia "Q", que usa instrumentos de pesquisa de cunho qualitativo e quantitativo, realizando três grupos focais e seis entrevistas individuais, com alunos adultos profissionais que fazem aula particular de inglês na cidade de Campinas, SP. Da discussão de tais grupos focais e da literatura relacionados a esta área de pesquisa obtivemos 183 opiniões (assertivas), das quais selecionamos 52, que conformaram a nossa Amostra "Q". Posteriormente, 29 alunos participaram da Distribuição "Q", comunicando seu grau de concordância e/ou discordância com as assertivas, através da hierarquização das mesmas no programa FLASHQ Offline v.1.0. Uma vez feito isto, fizemos uma análise estatística e fatorial, usando o software PQ Method v.2.3.1, que gerou quatro perfis altamente correlacionados; no entanto, cada um deles com um foco diferente e, em consequência, motivado por diferentes aspectos. Os resultados mostram que os doze alunos do perfil 1, focados no conteúdo linguístico, valorizam o conteúdo das aulas, a leitura e a reescrita, mas especialmente a precisão. Sentem-se motivados para continuar com o seu aprendizado uma vez que conseguem se expressar apropriadamente. Os cinco alunos do perfil 2, focados nas dificuldades do aprendizado, reconhecem a importância de produzir e usar a LE corretamente, mas percebem muitos problemas para fazê-lo e, com frequência, sentem-se frustrados porque usualmente não o conseguem, mostrando-se inseguros para produzir na LE. Os quatro alunos do perfil 3, focados no uso da LE, veem-na como uma ferramenta que deve ser usada, seja para a obtenção de um emprego melhor ou para comunicação de ideias no mundo real; porém, não se preocupam com a precisão. Finalmente, os quatro alunos do perfil 4, focados nas condições de aprendizado, centralizam sua atenção em um ambiente agradável, livre de pressões, que ofereça atividades e dinâmicas relevantes para a sua vida / Abstract: This study, situated within the field of applied linguistics, presents our investigation of some professional, adult, Brazilian learners¿ who study English, about what motivates them to learn English as a foreign language. We present first the development of our research, followed by a theoretical and methodological review. We use Q methodology, which uses both qualitative and quantitative research tools. We conducted three focus groups and six individual interviews with professional adult learners who have private English lessons in Campinas, SP. We gathered a total of 183 statements (opinions) out of such focus groups as well as the literature, from which we selected 52 to form the Q Sample. Then, 29 students were invited to take part of the Q distribution, by showing their level of agreement and/or disagreement to the statements using the software FLASHQ Offline v.1.0. After that, the results were submitted to factor analysis through the software PQ Method v.2.3.1, which generated 4 different factors highly correlated, each one of them with a different focus, though, and, consequently, driven by different aspects. We found that the twelve learners who belong to factor 1, focused on linguistic content, value greatly the grammar contents, as well as reading and rewriting, but above all accuracy. They feel motivated to continue to learn the language once they can convey appropriately. We also noticed that although the five learners who belong to factor 2, focused on learning difficulties, recognize the importance of producing and using the L2 adequately, they perceive many problems to do so and, frequently, feel frustrated since they usually can't do it, showing themselves quite self-doubting to produce the L2. On the other hand, the four learners who belong to factor 3, focused on L2 use, see the language as a tool that must be used, either to obtain a better job or to communicate their ideas in their real world; they don't seem to care about accuracy, however. Finally the four learners who belong to factor 4, focused on learning conditions, value a pleasant environment, with no pressure that offers tasks which are relevant for their lives / Mestrado / Linguagem e Educação / Mestre em Linguística Aplicada

Philosophiae Doctor - PhD / A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector. / South Africa

This thesis is about newly arrived adult migrants’ meaning making and learning in Swedish society during the two years’ introduction period, after they have received the residence permit. I have specifically studied Arabic speaking adults’ meaning making and learning, by carrying out observations and individual in-depth interviews with 12 migrants. The introduction period consists mainly of three so called introduction measures; the civic orientation course, Swedish for immigrants (SFI), and different work related activities, such as internship at different work places. The results show that etablering is about shaping the newly arrived adult migrants into ”good” citizens, through the introduction measures, among other things in the civic orientation course, which is regulated through the policy documents, and which so to say provides meaning to the newly arrived. The “good” citizen has some specific characteristics, which, roughly, are that he or she is independent (and advocates individuality), free, equality thinking, secularized, law-abiding (which includes being honest), responsible, and a “good” parent. These characteristics are expressed in different ways in the civic orientation course, for instance through the course material. The Swedish society is described as something desirable, and different from what is implied to be ”Arabic” values and ways of thinking. The idea of the “good” citizen appears to aim at constructing the adult migrants’ (and their families’) identity, something which many of the study’s respondents make a resistance to. As concerns the migrant’s new experiences, it is, for example, those which the migrant get through the contact with the Swedish Public Employment Service (SPES) that affect the meaning making in the new society. The meaning which most of the respondents have made of the SPES’s measures for them is that this authority only offers “prepackaged” solutions, and does not provide the help or support that they need. Also the experiences which the migrant has in the civic orientation course, and the meaning which ”old” migrants give to him or her, play a role when he or she makes meaning of Sweden and Swedes, and of his or her new life situation. Further, it has been shown that it is those experiences that the adult individual has been socialized through, and those which he or she has gained through work or education in his or her country of origin, which affect his or her meaning making in Sweden. It is mostly values which concern child upbringing and religion that lead to a certain understanding and construction of one’s new life. These values, when related to the values which are included in the ”good” citizen idea, also lead to either a resistance or a readiness towards the meaning giving that is embedded in the ”good” citizen notion. / Denna studie handlar om nyanlända vuxna migranters meningsskapande och lärande i det svenska samhället under deras tvååriga introduktionsperiod, efter att de har fått uppehållstillstånd. Jag har specifikt studerat arabisktalande vuxnas meningsskapande och lärande, genom observationer och enskilda djupintervjuer med 12 nyanlända. Introduktionsperioden består främst av tre s.k. etableringsinsatser; kursen i samhällsorientering, svenska för invandrare (SFI) samt olika arbetsrelaterade och arbetsfrämjande insatser, såsom praktik på olika arbetsplatser. Resultatet visar att etablering handlar om att forma de vuxna nyanlända till ”goda” medborgare, genom etableringsinsatserna, bl.a. i samhällsorienteringskursen, som regleras genom policydokumenten, och som s.a.s. tillhandahåller mening för de nyanlända. Den ”goda” medborgaren har vissa specifika kännetecken, vilka, i grova drag, är att han eller hon är självständig (och förespråkar individualitet), fri, jämlikhetstänkande, sekulariserad, laglydig (vilket inkluderar ärlig), ansvarsfull, och en ”god” förälder. Dessa karaktärsdrag kommer på olika sätt till uttryck i samhällsorienteringskursen, exempelvis genom kursmaterialet. Det svenska samhället framställs då också som något eftersträvansvärt, och skilt från det som antyds vara ”arabiska” värderingar och tänkesätt. Föreställningen om den ”goda” medborgaren verka syfta till att konstruera den vuxna nyanländas (och dennas familjs) identitet, något som många av studiens respondenter gör motstånd mot. Vad gäller migrantens nya erfarenheter, är det exempelvis de som migranten har fått genom kontakt med Arbetsförmedlingen som påverkar meningsskapandet i det nya samhället. Den mening som de flesta av respondenterna har gjort om Arbetsförmedlingens insatser för dem är att denna myndighet enbart erbjuder dem ”förpaketerade” lösningar, och inte tillhandahåller den hjälp eller det stöd som de behöver. Även erfarenheter som migranten gör i samhällsorienteringskursen, samt den mening som ”gamla” migranter förmedlar till honom eller henne, spelar roll för hur vederbörande skapar mening om Sverige och svenskar, och om sin nya livssituation. Dessutom har det visat sig att det är de erfarenheter som den vuxna har blivit socialiserad genom, samt de som han eller hon har fått genom utbildning eller arbete i ursprungslandet, som påverkar migrantens meningsskapande i Sverige. Det är främst värderingar som är knutna till barnuppfostran och religion som leder till en viss förståelse och konstruktion av ens nya liv. Dessa värderingar leder också, när de stöts mot de värderingar som ingår i föreställningen om den ”goda” medborgaren, antingen till ett motstånd mot eller en beredvillighet inför det meningsgivande som ingår i den ”goda” medborgaren.

This study focused on designing a training programme for audiometricians, using the principles of instructional design. Instructional design is the continuing, systematic development of instructional specifications, utilizing researched strategies and principles to create detailed outcomes for the development, implementation, evaluation and maintenance of training programmes. An audiometrician is defined by SANS (10083:2004), as a person registered with the Health Professions Council of South Africa as an audiometrician, hearing aid acoustician or someone trained in audiometry. Audiometricians are adult learners. Therefore, in addition to instructional design principles, the principles of adult learning were also incorporated in the training programme. The successful training of audiometricians may ensure that noise induced hearing loss is significantly reduced when audiometric monitoring is appropriately implemented as part of a hearing conservation programme. Training for audiometricians is critical in this process as incorrect audiometric monitoring may negatively influence the outcomes of a hearing conservation programme. This study followed a descriptive research design where the results were described in a quantitative manner. Data was collected by means of electronically mailed questionnaires. All participants were practicing audiometricians at the time of the study and were registered with the South African Society for Occupational Health Nursing. All participants had an audiometric certificate as qualification. For the analysis of data, 181 completed questionnaires were used. The results were analyzed and described in terms of the respondents’ own experience regarding audiometry; their opinions regarding the topics they have been taught in audiometry; the duration of their own training programmes and their opinions regarding a future training programme for audiometricians. Based on the results of the above analysis, the instructional design programme for audiometricians was developed. The obtained results were used to determine what the topics, content, duration, learning outcomes and learner evaluation methods should be in the development of a training programme for audiometricians. This research study developed a training programme for audiometricians in order to ensure that all future audiometricians have the necessary knowledge to perform comprehensive hearing evaluations, interpret audiometric findings and thereby assist in reducing noise induced hearing loss in the industrial sector through hearing conservation programmes. AFRIKAANS : Hierdie studie is toegespits op die ontwerp van ‘n onderrigprogram vir oudiometriste waarin die beginsels van onderrigontwerp toegepas is. Onderrigontwerp behels die deurlopende en stelselmatige ontwikkeling van onderrigspesifikasies deur gebruik te maak van nagevorsde strategieë en beginsels om gedetailleerde uitkomste vir die ontwikkeing, evaluering en onderhoud van opleidingsprogramme daar te stel. ‘n Oudiometris word gedefinieer deur wetgewing (SANS 10083:2004) as ‘n person wat geregistreer is by die Health Professions Council of South Africa as ‘n oudiometris, gehoorapparaat akoestikus of iemand wat opgelei is in oudiometrie. Oudiometriste is volwasse leerders. Om hierdie rede is nie net die beginsels van onderrigontwerp nie, maar ook die beginsels van volwasse leer in die onderrigprogram geïnkorporeer. Suksesvolle onderrig van oudiometriste kan verseker dat die voorkoms van geraas-geïnduseerde gehoorverlies verminder, mits oudiometriese monitering toepaslik as deel van ‘n program vir gehoorkonservering geïntegreer word. Opleiding vir oudiometriste is krities belangrik in hierdie proses want indien oudiometriese monitering verkeerd gedoen word, kan dit die gehoorkonserveringsprogram in totaliteit negatief beïnvloed. ‘n Beskrywende navorsingsontwerp is in hierdie studie gebruik en die resultate is kwantitatief beskryf. Data is deur middel van vraelyste wat elektronies versend is, versamel. Al die deelnemers was ten tye van die studie praktiserende oudiometriste wat by die South African Society for Occupational Health Nursing geregistreer was. Elkeen was in besit van ‘n oudiometriese sertifikaat as kwalfikasie. Vir data-ontleding is 181 voltooide vraelyste gebruik. Die data was geanaliseer en beskryf in terme van die respondente se eie ervaring ten opsigte van oudiometrie; hul mening omtrent die temas wat by hul opleiding ingesluit was; die duur van hul opleidingsprogramme en hul idees omtrent ‘n toekomstige opleidingsprogram vir oudiometriste. Die onderrigontwerp-program is op grond van die resultate van bognoemde analise ontwikkel. Die resultate wat verkry is, is gebruik om die temas, inhoud, duur, leeruitkomste en evalueringsmetodes in die ontwikkeling van ‘n opleidingsprogram vir oudiometriste te bepaal. Hierdie studie is gerig op die ontwikkeling van ‘n opleidingsprogram vir oudiometriste met die doel om te verseker dat hulle oor die nodige kennis beskik om omvattende gehoorevaluerings uit te voer, om oudiometriese bevindinge te interpreteer en daardeur, in gesondheidssorgprogramme, by te dra tot die vermindering van geraas-geïnduseerde gehoorverlies in die industriële sektor Copyright / Dissertation (MCommunication Pathology)--University of Pretoria, 2012. / Speech-Language Pathology and Audiology / unrestricted

This research analyses hackathons which are collaborative innovation making by using technology events, in terms of using these as a tool to facilitate a lifelong learning process in obtaining digital competence among other 21 st century skills. The aim of this research is to explore and analyse the perceptions and experiences of hackathon participants and different stakeholders about the learning process experienced during a hackathon event. The following research questions are studied: RQ1. How do interviewees perceive hackathons in relation to key elements of the UNESCO Learning Cities Framework?; RQ2. How do participants of the hackathons perceive their learning process?; RQ3. How do participants of the hackathons perceive their learning process by using digital tools during the hackathon events? Kolb’s experiential learning theory and UNESCO Learning Cities Framework are used as the ground for the theoretical-methodological frameworks. The methods chosen to collect the data are survey questionnaire and interviews. The results provide insights that apart from developing digital competence and using technology as a tool for learning, collaboration, communication and problem-solving are the main skills practiced during a hackathon. This implies that hackathons could be used on a wider scale to help with UNESCO Learning Cities development by facilitating the learning process for adults in the development of 21 st century skills. / <p>This article was presented in May 2020 at Stockholm University, Department of Education.</p><p>This finalized article was presented to UNESCO Learning Cities Program Specialist at the Institute of Lifelong Learning in Hamburg, in July 2020.</p><p>Key findings of this research were presented at the Joint International Seminar with Stockholm University, University of Tokyo and Jyväskuylä University in February 2020.</p><p>Interviews with this article's author about this research:</p><p>By Future Position X, digital innovation hub in Sweden (available in English &amp; Swedish): https://fpx.se/en/people-come-to-learn-network-and-make-a-difference/</p><p>Canberra Innovation Network mentions my research: https://cbrin.com.au/women-in-innovation/women-in-innovation-monika-lionaite/?fbclid=IwAR1mTBwXI8yS9uxkoTZSdhnB2jhpKA4kRs_GztyrAqCmbAJNNZ_KH0DR_Jo</p><p>Presentations about this research were done by the author at the Rotary Clubs of Canberra Sundowners and Canberra Weston Creek, also at the international conference of Rotary International activities during the global pandemic.</p><p>The author shared key findings as a speaker at the international conference promoting tolerance and peace on the topic 'Crisis and the role of states in developing solutions' November 2020 which was organized by the American International Education Federation and Alliance for Humanity; at the international online conference of Young Scientists on the topic of 'Leadership in peace-building and international development in the digital age' in November 2020 which was organized by Western Asian Development Institute.</p><p></p><p></p>

Service delivery to children with severe disabilities (CSDs) in developing countries share some common characteristics. These include inaccessible services due to the fact that the majority of services are located in a few large cities, the focus of services are usually on school-age children (with few for pre-schoolers), many services require specialised staff and high technology equipment that is not always available and professionals who tend to work in isolation with minimal integration between services. A particularly vulnerable group within the sphere of CSDs are beginning communicators because of their inability to articulate their needs, feelings and rights. Programmes to specifically address these communication needs by equipping them with the necessary skills to interact and participate in society, are very limited. Often the first contact that primary caregivers of a CSD have with professionals, is with the community health nurse. Furthermore, they often remain the only professionals who provide continuous support and assistance to these caregivers. It is therefore clear that these nurses need to be equipped with the necessary knowledge and skills in order to assist caregivers in dealing with their children with severe disabilities. This can be done by training these nurses (through multiskilling) to function as transdisciplinary professionals. Furthermore, a need for appropriate materials for service delivery to this population also exists. Consequently the BCIP (Beginning Communication Intervention Protocol) was developed. The BCIP addresses four important communication domains, namely communication means (including objects, photographs, manual signs, PCS symbols and a simplified 4-option digital speaker), functions (namely informational functions e.g. requesting more, requesting help, etc. and social functions, e.g. greeting, drawing attention to self, etc.), partners (both adults and peers) and the deliberate creation of communication opportunities (e.g. by providing small portions, placing desired items out of research) etc. Care was taken to ensure culture sensitivity and the authenticity of the BCIP. Twenty community health nurses were trained in the application of the BCIP. Training employed adult learning principles and was one week long, followed by three follow-ups that were conducted in situ (at two weeks, six weeks and five months post-training). Multiple measurements were used to evaluate the knowledge and skills acquired after training, namely questionnaires, structured interviews, skill demonstrations (which were video recorded and rated by the researcher and an independent rater) and a focus group. Results indicated that the BCIP training is relevant in bringing about a significant change in the targeted domains, namely knowledge and skills. Peripheral behaviours (namely attitudes, job satisfaction and type of service delivery provided) were all rated high at the onset of the research and thus quantitative data failed to show improvement. On the other hand, qualitative data from the focus group suggested improvement. / Dissertation (PhD (Augmentative and Alternative Communication))--University of Pretoria, 2004. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

MA (Linguistics) / Department of Communication and Applied Linguistics / The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents). The findings of this study will benefit the South African society, especially the Tshivenḓa HL educators and learners. The educators believed that the Tshivenḓa newspapers articles are not well-taught because they are not available in Tshivenḓa and educators did not know how to prepare them. The study also revealed that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however both are found in the English HL. Furthermore, educators complained about the shortage of film study resources in literature which the department of education delivers late. The findings of the study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be introduced so that learners are able to attach them in their words, similar to what do they do in the English HL. In addition, ample resources for HL literature such as textbooks, Television sets (TV), overhead projectors for film study, and other resources should be delivered timely. / NRF

According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to experience. Fourteen high school teachers participated in individual interviews and 2 focus groups, which were analyzed inductively for themes. Participants revealed that voice, choice, effective professional development, time, collaboration, school climate, and the district's professional development program were instrumental in creating a supportive environment. These results suggest that creating professional learning programs that incorporate the attributes of effective professional learning and encourage teacher participation are important at all points of the process. A professional learning plan project was designed in response to the study findings and recommendations. This study may lead to social change by providing the target school district and its building level administrators with a plan for professional learning based on teacher input, effective practices, and adult learning theory to use as a viable method to retain effective educators that, in turn, may result in improved student performance.