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Barriers and bridges : child participation, second-language learning and the cognitive development of the young childSaneka, Nora 02 1900 (has links)
The purpose of the research was to look critically at the language development of the
young second-language learner within their social context, in relation to theory and
practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General
Comment No 12, 2009). Language and communication were seen by the researcher
as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General
Comment No 7, 2005) as they engage in meaning-making with others, both at home
and at school. The research was conducted as a Case Study within a Pre-Primary
School over a three month period, with the lead-researcher involving the teachers as
co-researchers. A Participatory Action Research methodology was used, within a
praxeological conceptual framework. Parents and their young children (between the
ages of 2 – 6 years) were participants in the research. Ways were explored to build
‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data
collection techniques were used, including the Persona Doll approach, the Mosaic
Approach, Documentation of Learning and Learning Story Books.
The results of the research were increased awareness of the value of inclusive
practices that place a value on diversity and which actively support and promote the
use of the mother tongue, as well as the learning of English as a second language. In
the course of the research, it was seen as important for adults (parents or teachers) to
support the learning of concepts in the mother tongue or in English by verbalizing for
the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the
research methodology was seen as an important way to develop ‘critical, reflective
practice’ amongst the teachers and to create partnerships with the parents. The aim
was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection,
the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)
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Guidelines for the teaching of reading in the intermediate phase within the context of inclusionLategan, Irene Anne Stewart 11 1900 (has links)
As theories on the process of reading have advanced so definitional changes have
resulted. This in turn has impacted on the teaching of reading. Comprehension is not
the result of successful word recognition, rather, meaning is constructed by the reader
using various sources as a frame of reference. Reading requires an interaction between
the reader, the text read and the context in vvhich it is read. Reader factors involve
language competencies, prior knowledge, vocabulary, the use of strategies and
attitudes and motivation. The text may be narrative or expository and encompasses
instructional materials. The tvvo broad categories in the context are the classroom
setting and the instructional context.
An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual
differences as being a probable cause of failure but postulates that the school and all
that it encompasses, can be a barrier to learning and development. As such it is not
deficit driven, attributing failure to learners alone. In the case of reading, this means not
attributing reading failure to the reader alone but acknowledging the role of the text and
the context. This point of departure is confirmed by an interactive model of disability,
which, while still explaining reading deficits, advances that alternative areas also be
investigated. Focusing on abilities is conducive to proactivity in the prevention of
barriers to learning and development.
To be inclusive therefore, mainstream schools generally and classrooms specifically, will
need to be reformed and restructured to be more responsive to learners experiencing
barriers to learning and development. This will require enhanced teaching methods and
flexible support systems. Accommodating diversity presupposes the acknowledgement
of each learner's uniqueness in order to meet individual needs. This will be facilitated
when in the compilation of a reading programme to meet individual needs, the reader,
the text and context are matched through assessment and instruction .
A reading programme to enhance the teaching of reading and thereby meet individual
needs has been compiled and implemented in a mainstream, intermediate phase class.
From this practical experience and the literature studied, guidelines for the teaching of
reading have been formulated for teachers in the intermediate phase to use within the
context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)
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L’utilisation de l’évaluation dynamique dans le cadre du modèle de la RàI, au Secondaire, au QuébecOhnouna, Eva 12 1900 (has links)
Au Québec, le nombre d’élèves en difficulté d’adaptation et d’apprentissage (EHDAA) ne cesse d’augmenter (MEQ, 2021) et 40 % de ces élèves-là n’obtiendront pas de diplôme d’études secondaires (Guéricolas, 2018). Par conséquent, en 2020, la Réponse à l’intervention, modèle d’intervention à paliers multiples, prend de l’importance au Québec (MEES, 2020).
Comme un pourcentage d’élève en difficulté ne progresse pas, nous nous questionnons sur l’approche d’évaluation qui permettrait d’informer le personnel scolaire sur les interventions qui pourront aider ces élèves. Une des approches est l’évaluation dynamique (ÉD) (Overton, 2016) qui permet d’évaluer le potentiel d’apprentissage de l’apprenant par le biais d’enseignement de stratégie (médiation). Le but de la présente étude est d’explorer les apports et les limites de l’ÉD dans un contexte de RàI, au secondaire. Pour ce faire, les objectifs spécifiques sont les suivants : 1) Décrire une passation d’ÉD (en particulier la relation des trois pôles : la tâche, l’apprenant ou le médiateur) réalisée auprès d’un ÉHDAA se trouvant au secondaire dans un contexte de RàI ; 2) Décrire la relation entre la tâche et l’apprenant de même que les interactions (interventions cognitives et disciplinaires, niveaux d’assistance) entre le médiateur et l’apprenant ; 3) Décrire la progression de l’apprenant en réponse aux stratégies de médiation. Afin d’atteindre les différents objectifs, nous avons dans un premier temps établi une liste de six niveaux d’assistance, inspirée de Aldama (2017), de façon à pouvoir identifier les stratégies cognitives et de médiation en fonction du niveau d’assistance, allant de peu d’assistance à une assistance extrême. Nous avons par la suite observé et analysé les enregistrements vidéo de deux sessions d’une évaluation dynamique et tenu un entretien avec la personne qui a réalisé l’ÉD pour valider nos interprétations. Dans nos analyses, nous avons tenu compte du dossier de l’apprenant et des différentes observations faites. Enfin, nous avons consigné le tout dans une grille d’observations et d’analyse de résultats. Par le biais des données secondaires récoltées, nous avons relevé un lien entre le niveau d’assistance et le type d’interventions faites, nous avons également relevé la progression de l’apprenant à la suite des interventions. En conclusion, nous avons été en mesure d’observer la relation des trois pôles, analyser les différentes interactions ainsi que la progression de l’apprenant en réponse aux stratégies de médiation. Nous avons identifié les apports et les limites d’une ÉD en contexte de RÀI. Finalement, ces informations nous ont permis de formuler de pistes d’intervention pouvant soutenir la progression d’un apprenant. / In Quebec, the number of students with learning difficulties continues to increase (MEQ, 2021), and 40% of these students will not obtain a high school diploma (Guéricolas, 2018). Thus, in 2020, Response to Intervention, a multi-level intervention model, gained importance in Quebec (MEES, 2020). Since a percentage of students in difficulty are not progressing, we question the assessment approach that would inform school personnel on interventions that can help these students. One approach is dynamic assessment (DA) (Overton, 2016) which assesses learner learning potential through mediated instruction. The general purpose of this study is to explore the contributions and limitations of DA in an RTI context, at the secondary level. To this end, the specific objectives are as follows: 1) To describe a DA (in particular the relationship of the three poles: the task, the learner or the mediator) done with a special needs student who is in high school and in an RTI context; 2) To describe the relationship between the task and the learner as well as the interactions (cognitive and disciplinary interventions, levels of assistance) between the mediator and the learner; 3) To describe the learner's progress based on his or her responses to the mediation strategies. In order to achieve the different specific objectives, we first established a list of six levels of assistance, inspired by Aldama (2017), so that we could identify cognitive and mediation strategies according to the level of assistance, ranging from little assistance to extreme assistance. We subsequently observed and analyzed video recordings of two sessions of a dynamic assessment and held an interview with the person who conducted the DA to validate our interpretations. In our analyses, we considered the learner's file and all the observations. Finally, we recorded everything in a chart that analyses all the data from the video. Through the data collected, we found a link between the level of assistance and the type of interventions made, and we also noted the learner's progress following the interventions. In conclusion, we were able to observe the relationship between the three poles, analyze the different interactions as well as the learner's progression in response to the mediation strategies, and then we identified the advantages and limits of a DA in an RTI context. Finally, this information allowed us to formulate interventions and strategies that could support the learner's progress.
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An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement / An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade nine class, with special attention to learners' attitudes and engagementDavid, Joanne Munro 11 1900 (has links)
Mathematics Education / M. Ed. (Mathematics Education)
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