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The modes of thinking and learning of educationally disadvantaged learnersRosa, Cecelia Mary 30 November 2004 (has links)
The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners.
A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning.
Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information.
Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing.
Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children.
Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities.
The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)
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An evaluation of school readiness in an informal settlementNaidoo, Balendran 06 1900 (has links)
School readiness is a stage in a child's development when he
learns easily and effectively. A child who is not yet ready for
school on school entry is already at a disadvantage in the formal
learning situation. This in itself can affect his school
performance in the later years. The researcher, being a primary
school teacher noticed that the children from the informal
settlements that had no pre-school intervention arrived at school
unready to learn.
This investigation set out to evaluate the school readiness of
children from an informal settlement without a pre-school
programme. The school readiness of these children were compared
against children from an informal settlement with a pre-school
programme. Test and questionnaires were used to determine the
five year olds' school readiness. The researcher used the
idiographic method of research.
The findings of the research were based on the interpretations
of the tests and questionnaires. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
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The effectiveness of dynamic assessment as an alternative aptitude testing strategyZolezzi, Stefano Alberto 06 1900 (has links)
The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude
testing. It was proposed that it is not always appropriate to use conventional aptitude
tests to predict future academic success in the South African context. The study posited
the belief that an alternative testing format could be facilitated by using a test-train-test
procedure within a learning potential paradigm.
The learning potential paradigm as formulated through Vygotskian and Feuersteinian
theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in
direct contrast to traditional approaches to aptitude testing. The latter approaches both
implicitly and explicitly adopt a static view of ability, whereas the Newtest approach
focuses on the learning potential of the testee, as well as consequent performance.
However, the assessment of learning potential poses problems of its own. Modifications
were introduced to ensure that the Newtest format is both appropriate and
psychometrically defensible. The construction and evaluation of the Newtest Battery is
described.
A sample of both advantaged and disadvantaged students were tested on a battery of
traditional aptitude tests. This group of students was contrasted with another sample of
both advantaged and disadvantaged students who undertook the Newtest Battery in the
modified dynamic testing format. The traditional measures of aptitude were found to be
invalid predictors of university success. Matric results showed a relationship with
academic success for both groups. The Newtest measures enhanced the prediction of
academic success for both advantaged and disadvantaged students. The Deductive
Reasoning dynamic measure was found to be a valid predictor of university success for the
disadvantaged students.
The results thus successfully extend the learning potential paradigm into the realm of
group aptitude testing. The validity of traditional aptitude test measures has been brought
into question by the findings of the study. The study points the way forward to a more
equitable and relevant aptitude testing procedure.
Finally, it was shown that the testing environment forms part of the socio-educational
context. Personnel involved in the administration of aptitude tests are given guidelines
\vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)
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Bevordering van selfaktualisering by milieu-geremde leerders binne 'n multikulturele onderwyssisteem / The promotion of selfactualisation of milieu disadvantaged learners with a multi-cultural education systemDe Bruyn, Carina Elizabeth 06 1900 (has links)
Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged
children are closely related to each other, and is presently an important issue in the
South African educational system. Poor knowledge of milieu disadvantaged children
and multi-cultural education result in the loss of valuable learner potential and the
non-fulfilment of the education policy.
In this study, the promotion of self-actualisation of milieu disadvantaged children within a
multi-cultural education system is discussed from a psychological-educational
perspective. Attention is given to the problems and issues that play a defining role in
the implementation of such an educational system. The influence of the environment en
the development and functioning of milieu disadvantaged learners is investigated
further. Qualitative research is done to identify the developmental areas where most
problems occur. Finally, recommendations are made to the government, teachers and
parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde
leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die
Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en
multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die
onderwysbeleid nie uitgevoer word nie ..
In hierdie studie word die bevordering van selfaktualisering van milieu-geremde
leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige
perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n
bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem
speel. Die invloed van die omgewing op die ontwikkeling en funksionering van
milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om
die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer.
Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as
riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)
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Factors that drive children from their homes to the streets : Bulawayo suburban experienceNcube, Sitshengisiwe 03 1900 (has links)
This research study employs explorative and descriptive qualitative research conducted in a naturalistic environment to identify factors that drive children from their homes to the streets of Bulawayo city suburban in Zimbabwe. The research study answers the question: How do children`s experiences drive them from their homes and why do they decide to live on the streets of Bulawayo city centre? Literature search was conducted after data collection to confirm findings. Data collection was conducted at Thuthuka Street Children`s project where an increase in the number of registered street children has been observed. Purposive sample selection of street children was conducted. Selection criteria was based on the participant being registered with Thuthuka Street Children`s Project, for one year being on and off the streets and volunteer to participate. Ethical consideration such as fairness justice and honest were observed. Soundness to establish trustworthiness rather than validity, the following alternative constructs were applied, credibility, transferability, dependability, conformability and authenticity. Focus group discussions using a guide with open-ended questions were conducted to collect data from 12 street children, which was then analysed by coding into themes, notably forms of abuse such as emotional, physical, and sexual and neglect, poverty, deviant behaviour and future plans. Children went onto the streets because they suffered abuse, and/or wanted freedom without parental dominance and to acquire fast riches in the streets. Based on the conclusions, the research makes recommendations from the participants and the researcher to policymakers, non-governmental organisations, parents and social workers, to address this deep-seated problem. / Health Studies / M.A. (Public Health)
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The experiences of learners who live in child-headed households of Osizweni townshipMabaso, Thulile Minah Abigail 05 1900 (has links)
The study focuses on the experiences of learners who live in child-headed households at Osizweni Township. Through a qualitative inquiry I sampled five households purposively. Data was collected using interviews and questionnaires. These categories emerged after data analysis: needs of learners, psychological experiences, relationships with social support systems and the role change from childhood to adulthood. The findings revealed that children experienced extreme financial constraints after the death of parents resulting in inadequate basic and educational needs. These children were traumatized and left emotionally vulnerable, living in fear and isolation constantly. Relatives did not offer any support to these children but support from the school, community and siblings was evident. These children made huge adjustments assuming parental responsibilities and this affected their academic performance. It is recommended that more study is required on the development of a Community Support Centre to educate learners and parents on how to support these children. / Psychology of Education / M. Ed. (Psychology of Education)
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Adolescents' experience of the impact of alcoholism in their families : an educational psychological perspectiveReddy, Kamaladevi 02 1900 (has links)
Educational Studies / M. Ed. (Guidance and Counselling)
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The responsiveness of rural primary schools to the needs of orphaned and vulnerable children in ZimbabweDekeza, Clyton 04 1900 (has links)
The aim of this study was to investigate the responsiveness of rural primary schools in Zimbabwe to the needs of in-school OVC.
The study adopted a qualitative approach in which the phenomenological and case study designs were employed to study in-school OVC in their natural setting. The target population for the study comprises OVCs, principals and school counsellors. From this population, a sample of 24 participants was purposively drawn. Data was collected from the participants in the three sampled rural primary schools in Masvingo district through in-depth interviews, focus group discussions, document analysis and observation. Tesch’s model was applied to analyse data qualitatively.
The study revealed that rural primary schools’ capacity to address the needs of in-school OVC was deemed ineffective by all the participants due to a myriad of factors which include inter-alia: lack of specialist school-counsellors; lack of funds to initiate school-based projects aimed to assist OVC; lack of a comprehensive school-feeding scheme; and a dearth of workshops to equip principals and teachers with knowledge to handle and deal with OVC. To improve the responsiveness of schools to the needs of OVC the study recommends that the Ministry of Higher and Tertiary Education should train specialist counsellors in teachers’ colleges. The study also recommends that the government should increase funds allocated for the Basic Education Assisted Module scheme to cater for more OVC. In addition, the study recommends that the Ministry of Primary and Secondary Education should conduct workshops in schools on how to deal with challenges confronting OVC. Lastly a model to improve rural primary schools’ capacity to address the needs of OVC was suggested, which proposes partnerships among stakeholders in projects aimed at supporting in-school OVC. / Educational Studies / D. Ed. (Socio-Education)
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Adolescents' experience of the impact of alcoholism in their families : an educational psychological perspectiveReddy, Kamaladevi 02 1900 (has links)
Educational Studies / M. Ed. (Guidance and Counselling)
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Absence epilepsy as a barrier for effective teaching and learning in underprivileged communitiesMabele, Pretty Zakhi 01 1900 (has links)
After the dispensation of the White Paper 6 in schools, there were no detailed guidelines to accommodate the learners with invisible impairments like absence epilepsy, especially those who live in underprivileged communities. Affected learners are still struggling and not receiving proper instruction in ordinary schools because of the nature of absence epilepsy. It seems like it is unknown that they are suffering, because the symptoms are absent. These learners are performing poorly; they are having learning and behavioural problems. At home parents are ignorant of their plight, teachers are oblivious of their problems and at schools they are being discriminated against by other children. As a result, they repeat grades and some end up leaving school to join the unemployed. They have a low self-esteem and remain unsociable. This is because they suffer from absence epilepsy which is a medical problem. Absence epilepsy is unknown to both parents and teachers in these communities. Cultural beliefs and ignorance prevent parents from taking these children to clinics for identification, which results in them not being supported in schools. / Inclusive Education / M. Ed. (Inclusive Education)
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