The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.

Magister Educationis - MEd / In South Africa it is widely known that most learners struggle with mathematics. The results for mathematics are poor. The department of basic education offers a number of intervention programmes to assist learners in mathematics but the problem still persists. Algebra is the most basic and important topic in mathematics as it becomes an element in almost all the other topics in mathematics curriculum. Algebraic fractions in particular are a challenge for most leaners. Research shows that learners commit a number of errors when they work with algebraic fractions. The study investigated the implementation of an intentional teaching model into grade 9 mathematics learners’ ways of working with rational algebraic fractions. An intentional teaching model is a teaching strategy which emphasizes teaching intentions or teaching objectives are brought to the fore during a lesson, the model emphasizes the use of spiral revision and assessment for learning. Ways of working in this study refers to the way in which learners deal with algebraic fractions when they simplify them including the errors they commit from the misconceptions they have about aspects of working with fractions. The study was conducted in a group of grade 9 mathematics learners at Gugulethu High school, which is located in Guguletu, a township in the Western Cape Province of South Africa. The study is premised on a qualitative research paradigm which focuses on studying situations in their natural settings and applying an interpretive perspective. Data was collected by means of observation and video recording of lessons while learners were engaged in working with algebraic fractions. Learners’ written work was analysed as part of the data collection. The results of the study show that leaners commit a number of errors when they manipulate algebraic fractions. Among other errors are: (i) Cancellation errors which had the highest frequency of occurrence (ii) Defractionalisation (iii) No recognition of the common factor and (iv)Exponential laws error. It was found that the learners’ ways of working with algebraic fractions are mostly characterised by their misunderstanding of exponential laws and difficulty in working with fractions needing the use of factorisation to simplify and find the lowest or highest common denominator during addition or subtraction. The results of the study also reveal that learners struggle to articulate extensively or in detail what they are actually doing as they simplify rational algebraic fraction.

Recent efforts in science education have focused on making the curriculum more relevant. Many discourses maintain that relevance improves the teaching and learning of science. This study attempted to identify a relationship between content that learners thought was relevant to them and how they actually performed in the examination. An evaluation was also done to determine whether there was a gender difference in choices regarding relevant content, and whether gender differences existed in the performances of learners in the year-end examination. The study involved forty-six learners from a low socio-economic school. Data from questionnaires and examination scripts were statistically analysed to determine if there was any correlation between relevance and performance. Results showed firstly that the most relevant topics were equation of motion and inorganic chemistry, with vectors being least relevant; secondly that there was no correlation between what learners regarded as relevant and how they actually performed in relation to content they identified as relevant; thirdly that there was no gender difference in performance in physical science, with regard to the year-end examination and the trend of boys favoring physics and girls preferring chemistry identified in other research, was shown to be true for these learners as well.

The purpose of this study is to explore South African educators’ subjective experiences of school violence within their schools. Educators’ experiences as victims and perpetrators of school violence were examined to gain an understanding of the definitions, contributing factors, impacts and incidents of school violence. An interpretive qualitative research method was used and interviews were conducted with 12 educators selected from two government schools in the low-income community of Alexandra. Participants’ data was then analysed using a thematic content analysis. The findings suggest that current definitions of school violence are too narrow and require expansion so as to include all acts of school violence, victim-perpetrator relationships beyond the confines of the school. Violence in schools was found to increase educators’ dysfunctional coping mechanisms, absenteeism, attrition, burnout and to compromise teaching efficacy and the performance of school. Using Brofenbrenner’s Ecological Approach the principal conclusion of this study was that school violence is a result of the interplay between individual, familial, school, communal and societal factors.

Philosophiae Doctor - PhD / The questions concerning how creativity can enhance the culture of learning in schools, especially amongst the previously marginalized groups, are not simple and straightforward. In South Africa, the general questions often posed are: “What form of creative activities exists in schools?” and “How do learners’ develop creativity that improves life skills?” This study provides empirical findings that suggest answers to these questions. It focuses on how creativity can enhance the culture of learning and why it is significant in nation building. In particular, the results of the study show, through experimental exercises with learners and observational data, that the arts may be regarded as a mechanism to enhance creativity in spaces of learning for the vast majority of people in South Africa. The analysis revealed that in-school-time participation in the arts transformed the conditions for and structure of participation in different phases during schooling. The experimentation showed the learners making choices and participating in all forms of activities. As the in-school-time learners developed experience, self-esteem, and competence in the arts, their life and labour skills developed. The results also revealed that primary experiences provide learners with a head start in learning – from commitment (motivation) to enhancement (learning how to learn) to competency (skills). Thus, the basis for the enhancement of creativity is how learners participate as this affects the intensity with which they learn how to learn. The study concludes with suggestions for the implementation of various educational endeavors in the application of creativity as an enhancement for a substantial education that can play a major part in social, political, and economic development and prosperity in South Africa.

[Abstract]: Designing, developing and delivering effective technical education for diverse groups of adult learners is important for both the learners and the future of the technical discipline. The many nuances associated with adult learners, combined with the challenges associated with exploring technically complex topics, make effective technical education difficult to achieve. An understanding of adult learners and teaching, coupled with a robustdevelopment framework can help produce effective teaching strategies and technical texts for diverse groups of adult learners.A literature review focusing on current research regarding adult learners was conducted to investigate some of the nuances of the adult learner. Specifically, thedifferences between adult learning and child learning were explored which lead to research on the role of experience in learning, the different approaches adult students typically take to learning, and the likely diversity in preferred learning styles within groups of adult learners.The literature review also investigated the role of the teacher in adult education, focusing on the need for learning facilitation in adult education. The desirable characteristics of teachers of adults were also investigated leading to an appreciation of the attitudes, attributes and approaches that teachers can take to enhance the learning experience for adults.A conceptual framework for the development and delivery of adult education courses was proposed and explained. The framework was based on established complexproblem solving principles and covered the entire lifecycle of an adult education course fromthe identification of a need for a course through to its delivery (and revision). The framework was based on a top-down approach to educational design. This was articulatedusing a VEE diagram that explained how the lifecycle stages (decision, design, development,and delivery) could build upon one another through concepts such as traceability, ongoingverification and feedback. The principles of adult learning and teaching were integrated intothe framework via the activities associated with the design, development and delivery of courses.The framework, and the information contained in the literature review, has been applied to the development of three different technical courses for three different groups of adult learners. As a result of the application of the framework and the development of thesecourses, a number of technical texts has been written and published to support the courses.The adaptability and success of the framework are evidenced by the ongoing and expanded adoption of the courses to support adult education, the publication record being established by the texts, and the positive student and peer review of the adult teaching strategiesemployed in those courses.It is concluded that the framework and the analyses arising from the literaturereview have the potential to be of value and interest to other teachers responsible for thedesign, development and/or delivery of adult education in technical fields.

The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

The purpose of this study was to determine the effects of participation in Read 180, a teacher-mediated, computer-mediated reading instruction program, on the reading proficiency of 4th and 5th grade English Language Learners. The students who participated in the Read 180 program scored below the 25th percentile on the Florida Comprehensive Assessment Test (FCAT). Cultural-historical activity theory guided the research. Research questions for the study were answered with quantitative and qualitative methods. The questions asked were: 1. What are the effects of participation in Read 180, a teacher-mediated computer-mediated-integrated learning system that provides reading instruction, on the growth in reading proficiency of a group of participating English Language Learners? 2. What are the effects of participation in Read 180, a teacher-mediated computer-mediated integrated learning system that provides reading instruction, on the reading achievement of a group of participating English Language Learners when compared with the reading achievement of a group of English Language Learners with similar characteristics receiving reading instruction supported by a reading basal program? 3. How does the mediated structure of Read 180, a teacher-mediated, computer-mediated integrated learning activity system that provides reading instruction and surrounding activity systems interact to affect learning? Data analysis revealed that the fourth and fifth grade experimental group significantly improved their proficiency on the Scholastic Reading Inventory. Analysis of pre- and post-test scores obtained with the Florida Comprehensive Assessment (FCAT) of fourth and fifth grade experimental and control groups were not statistically significant. Qualitative findings indicated that the organization of classroom instruction had a significant impact on the quality of instruction. A discussion of the findings presents several implications and recommendations for future research on teacher-mediated, computer-mediated reading instruction.

Jaye K. Luke Numeracy skills are needed for daily living. For example, time management and budgeting are tasks that adults face on a frequent basis. Instruction for numeracy skills begins early and continues throughout childhood. Obtaining numeracy skills is difficult for some students. For example, there may be an inadequate fit between the student’s knowledge and the design of the instruction, the student may be unable to select an appropriate strategy for solving the problem, or the student may have a learning disability. Students with a learning disability comprise approximately 40% of identified children with disabilities who receive special education services (U.S. Department of Education, 2005). The National Council of Teachers of Mathematics helps teachers mediate the difficulties students may have in math. The council recommends problem solving and representation with physical objects as a teaching method. Chapter 1 presents a literature review on children with a learning disability, the use of manipulatives, and problem solving. The literature review indicates that children with a learning disability are poor problem solvers, but that further research is needed to investigate best instructional strategies. Chapter 2 presents a study on the impact of manipulatives on the accurate completion of money word problems. Three populations were included: adults who struggle with numeracy (n = 20), children with a learning disability (n = 20), and children who are typically developing (n = 23). Participants were administered a measure of 10 money word problems and were asked to solve them without the use of manipulatives. Participants were then randomly assigned to one of two groups: perceptually rich and perceptually bland manipulatives. Results indicate that none of the participants performed better with manipulatives than they performed without manipulatives. There was an interaction of Condition x Type of participant with the participants with a learning disability in the bland condition performing significantly worse than the other participants. More research is warranted to understand the impact of manipulative use in mathematics instruction for adults who struggle with numeracy, children with a learning disability, and children who are typically developing.

This study investigated, through survey methodology, the instructional practices of teachers of English Language Learners (ELLs) with disabilities in Preschool Programs for Children with Disabilities (PPCD). These practices were compared to best-practice recommendations made by a group of evaluators in the field of bilingual special education. Results indicated that teacher practices differed considerably from recommendations made by expert evaluators in the field. Specifically, teachers preferred English as the exclusive language of instruction while expert evaluators strongly recommended bilingual instruction. Also, teachers reported strong administrator support while expert evaluators did not. Furthermore, most teachers reported satisfaction with the instruction of ELLs in their schools while most expert evaluators reported dissatisfaction. Results also showed that when administrators at Individualized Education Program (IEP) meetings encouraged discussion about language of instruction, the likelihood of parent participation in these discussions increased. Language dominance and language proficiency testing of preschool aged ELLs, and representation of LPAC members at IEP meetings were major predictors of whether or not these children would receive referral to the bilingual or ESL programs in the future. Most of the results found in this study supported results found by Mueller, Singer, and Carranza in 2006. This study highlights research favoring the development of the primary language of ELLs in PPCD and Pre-K settings while underscoring the disconnect among teachers' beliefs, training, and instructional practices.