Abstract not available

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, in fulfilment of the requirements of the degree of Doctor of Philosophy Johannesburg, 2016 / This research explores the processes involved in designing and developing a compulsory course, New Literacies for Teachers, for first year Bachelor of Education (B.Ed.) students at the Wits School of Education (WSoE). The need for academic literacy development has long been recognised in various ways in programme development at most universities around the world. This course takes a broader perspective on literacy and aims to develop students as fully literate subjects. The conceptualisation of the course is based on a sociocultural approach which sees literacy as a set of socially situated practices. The course development team began by identifying five literacy domains that are important for student teachers: academic literacies, research literacies, personal literacies, school literacies and multimodal and digital literacies. Initial curriculum design developed a course structure that would enable the course designers to pull these literacy domains through the curriculum as threads for the year, thus implementing socio-cultural theory in practice. The main research question is “What processes enabled and/or constrained the design, implementation and redesign of a New Literacies for Teachers course for first year B.Ed. students?” The sub questions specifically identify the processes of curriculum design, interdisciplinary design and group collaboration. The data consists of tape recordings and transcriptions of all the course meetings during the processes of curriculum design, materials development (2009), implementation and redesign (2010). This data was analysed in two ways. The processes of curriculum design, interdisciplinary design, implementation and redesign were analysed using thematic content analysis. The process of group collaboration was analysed using a sociolinguistic approach that focussed on the dynamics of the groups and a discourse analysis of patterns of interaction. The findings provide insight into the course design and redesign processes, selection of content, framing, sequencing, pacing, the conditions of implementation and the dynamics that affected group participation and interaction. During implementation several problems emerged: logistical constraints, curriculum overload, lack of systematic development of academic literacy, problems with interdisciplinary design and lack of systematic assessment and constructive alignment (Biggs, 2003). These problems were addressed in the redesign. Whilst a key purpose of the course was to design an “integrated curriculum” (Bernstein, 1996, 2000) in which students could apply what they had learned in New Literacies for Teachers to their own studies and in their own teaching, the initial attempt at interdisciplinary design in the first semester proved to be quite difficult to achieve. One of the main findings in the analysis is that knowledge about socio-cultural theories are the privileged funds of knowledge in this course, and the lack of these funds of knowledge on the part of course designers from other disciplines and tutors on the course proved to be critical. Although the initial attempts at interdisciplinary design were a failure, the course designers found an alternative way of working with literacy across the curriculum in the second semester that introduced students to the way literacy works in the subjects they were preparing to teach. The conclusion summarises the findings about literacies for teachers; curriculum design and development; and group collaboration. Key words: socio-cultural theory of literacy, literacy domains, literacy practices, literacy across the curriculum, curriculum design, materials development, implementation, redesign, group dynamics, group interactions, teacher education

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While the struggle for independence in African nations has been complicated by interracial rivalry and tribal wars, Tanzania, with its predominantly African population and substantial minorities of Asians and Europeans, has provided an example of what is possible. Though Tanzania is not a rich country it shows considerable potential for development. The Tanzanians have been receptive to innovations in education, agriculture, and commerce, which have helped improve their standard of living as a nation. Within the primary education curricula attention has been focused on specific changes in teaching methods and techniques, teacher ratings, and curriculum planning. A great deal of research and experimentation has been done in this field, but primarily on the level of higher education which contrasts sharply with the emphasis given to this problem in primary school education. The purpose of this study was to 1) discover and analyze some of the curriculum problems facing primary education in Tanzania, 2) investigate the evolving elements in primary school curricula, K-VII, by comparing the pre-independence educational programs with the present ones, and 3) suggest possible solutions to these problems as derived from current studies and practices in Tanzania. In addition to examining the present evolving curriculum offerings in meeting the needs of today's students, the study also examines administrative and environmental practices related to keeping pace with societal demands.Related literature from 1961 was reviewed to ascertain the basic objectives relative to primary school curricula and Tanzania and to assist the researcher in refining and updating the study. The data were classified in relation to current attitudes toward curriculum offerings and curriculum changes in Tanzanian primary education. Finally, a letter was sent to the Ministry of Education in Tanzania asking for current information on primary education since 1961. The first chapter includes historical background of education, government, people, and economy. Chapter two discusses organization and planning with emphasis on curriculum making and instruction. An evaluation of the trends and problems with emphasis upon the causes of the problems and limitations of the existing primary curricula comprises chapter three. Innovations in the primary school organization are discussed in detail emphasizing ways of bettering primary education. A summary of emerging programs pertinent to Tanzania's educational objectives, significant conclusions, and recommendations for further study are presented in the final chapter. The people of Tanzania have patterned their educational system in a flexible manner after the English system with the objective of developing programs and curricula which will meet the needs of the Tanzanians.Tanzania's educational needs include: 1) technical schools which will provide students with the necessary skills in metalwork, technical drawing, woodworking, and craftsmanship; 2) instruction in typewriting, shorthand, bookkeeping, and other business skills; 3) improved methods in agriculture. The major tasks of education in Tanzania are: to prepare the individual with basic skills which will equip him for special needs in life; to help the citizens realize that it is up to them to remedy the shortcomings of education in Tanzania. Since the most pressing need is to improve methods in agriculture, some crafts, and practical arts, especially among secondary school need. Practical training in agriculture, veterinary science, forestry, and business, and first-hand activities in industrial technology such as pluming, engineering, and teaching would be of great benefit to students in grades four through seven enabling them to more successfully handle life situations. It is hoped that through education of this type the people of Tanzania can relate classroom learning to social and economic problems outside the classroom, thereby improving not only the educational system but also alleviating some of the problems facing Tanzania as a young, developing nation.

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South Africans are confronted by social and economic problems of magnitude and complexity that cannot be ignored by curriculum planners. Increasing population statistics, plummeting gold prices, disinvestment, unemployment and political uncertainty continue to make economic and social ventures hazardous in their undertaking. Man accesses his world through education, and curriculum planners should, therefore, anticipate the future socio-economic structures of this country, and beyond, thereby providing meaningful school curricula that will prepare learners for the technologyintensive workplaces of modem times. Curriculating wisdom would include the: * needs of the learner as he prepares for adulthood; * demands of society for utilitarian citizens; and * structuring of knowledge that encourages learning rather than discourages it. The secondary school adolescent is career oriented and progresses towards a state of independent thought and behaviour. The school is obliged to address the situation of the adolescent and provide learning opportunities that will prepare him for a meaningful place in society. Selected themes from the discipline of computer science have been evaluated according to the essences of the pedagogic school structure. Differentiation of the subject content has been indicated so that pupils of all academic abilities can benefit from the learning experiences offered by the content. A questionnaire, sent to Education Departments in South Africa, determined that computer science was available to a very small percentage of pupils for matriculation creditation. A sample of these pupils completed a questionnaire designed to determine their regard for the subject and the influence it had on their choice of career. Three pupils were interviewed to assess, primarily, the role that computers played in their family and peer relationships. All investigations confirmed that computer science is a highly desired subject, skilfully able to fulfil the needs of the adolescent as he prepares for his place in society in the most meaningful, contemporaneous and dignified manner. / Educational Studies / D.Ed. (Philosophy of Education)

Text in Afrikaans / Hierdie studie handel oor die identifisering van sagte neurologiese uitvalle deur die opvoedkundige sielkundige. Die navorser het gevind dat neuraal gestremde kinders dikwels eers op 'n laat stadium na buitengewone onderwys verwys word. Dit het die vraag na kriteria vir sagte neurologiese uitvalle en neuropsigologiese evaluasies in die brandpunt van die studie gestel. Die literatuur het bevestig dat daar verskeie neuropsigologiese verkenningsmedia oorsee bestaan, maar Suid-Afrikaanse navorsing op die gebied, is nog beperk. Daarom is die doelstelling van die studie om aan die hand van kriteria vir sagte neurologiese uitvalle, 'n neuropsigologiese evalueringstabel saam te stel wat toeganklik is vir enige opvoedkundige sielkundige. Die evalueringstabel is aan die praktyk getoets. Die navorsing bevestig dat dit moontlik is om neuraal gestremde kinders te identi:fiseer deur die toepassing van die neuropsigologiese evalueringstabel. Die identifisering van die neuraal gestremde kind is slegs die vertrekpunt in die wyer pedagogiese bemoeienis met die opvoedeling / This study deals with the identification of neurological soft signs by the educational psychologist. The reseacher became aware of the fact that neurologically impaired children were referred to extraordinary education at a very late stage. The above mentioned situation gave rise to the search for criteria for neurological soft signs as well as neuropsychological means of assessment It was found in the literature that neuropsychological assessments were well in existance abroad, but the South African literature lacks in depth research. Therefore the aim of this study was to use existing neuropsychological criteria to compile a neuropsychological evaluation table that will be accessible to every educational psychologist. This neuropsychological evaluation table was put to practice and it proved that neurologically handicapped children can be identified by means of this assessment. The identification of the neurologically impaired child remains simply the point of departure in the broader pedagogic dealing with the child / Psychology of Education / M. Ed. (Voorligting)

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