This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.

In the Manifesto on Values (2001), Ubuntu is depicted as one of the ten democratic values and the Department of Education (DoE, 2001) portrays it as one of the most important values to promote citizenry. Ubuntu provides a sense of belonging to a wider community and encourages a child citizen to live as a responsible and constructive member. Utilising a qualitative research mode of inquiry, with an action research approach enabled me to collaboratively design of a socially constructed learning experience, with subject specialists. We explored the value of creative drama to teach Ubuntu as an abstract concept to Grade 3 learners. The focus of this study was on conceptualisation and not the implementation. These learners were exposed to creative drama, however for this study they did not actively engage in any creative drama activities. The main data generation techniques that had been used in this study were semi-structured interviews with a panel of subject experts, after which they had also completed a rubric to convey the strengths and weaknesses of the designed learning experience. This was done in a cyclic manner; as embedded in action research to strengthen the idea of action research already mentioned. From the study and the results of the study, it had become evident that creative drama could be used to strengthen school learners’ understanding of Ubuntu and to incorporate it in their everyday lives to become progressive child citizens and leaders within South Africa. By using the input and knowledge of expert participants, it had also become evident that learning could be made fun and would most likely then be more effective. / Dissertation (MEd)--University of Pretoria 2020. / Early Childhood Education / MEd / Unrestricted

The development of language, writing and reading is crucial for pupils’ knowledge development in school. Interactive book reading has positive effects on pupils’ linguistic development and furthers their learning in school. Our study aims to find out how some teachers perceive their work with interactive book reading in preschool class and grade 3. The questions asked proceed from the didactic questions what, how and why. To achieve our aim and answer our questions, six interviews were held, three with teachers in preschool class and three with teachers in grade 3. Based on the interviews, categories were distinguished for each research question and similarities and differences between the two grades. The teachers describe interactive book reading as active participants and reflecting readers. In grade 3 the teachers work with established methods, while the majority of the teachers in preschool class work with models they have devised on their own. All the teachers state different reasons why they work with interactive book reading, but similar categories are revealed after analysis. The conclusion is that more training is needed in interactive book reading for teachers in preschool class.

Abstract Reading aloud can give pupils a chance to experience what reading involves and an opportunity to discover new worlds. The aim of the study is to arrive at an understanding of the possibilities for conversation and activities that can be provided by teachers’ work with reading literature aloud in the classroom in grade 3. We proceed from questions about how the teaching of reading is organized and how the teachers talk to the pupils about the text. To achieve the aim and answer the questions, two observations were conducted. The study uses the concepts of sequential reading elements and text movability as analytical tools. The result shows that work is mainly done before and after the reading aloud. This takes the form of involving the pupils in predicting what will happen in the plot, discussing, and working with written assignments. The teachers give the pupils a chance to talk about new words, to sum up the contents, to read between the lines and discuss the author’s intention with the text. Our study shows that the way two teachers organize reading aloud gives pupils opportunities in different ways to discuss and work with literary texts.

Cette thèse a pour objet l'étude du comportement asymptotique des solutions des équations des fluides de grades 2 et 3. Dans le premier chapitre, on étudie les profils asymptotiques au premier ordre des solutions des équations des fluides de grade 2 en dimension 3. On démontre que les solutions des équations des fluides de grade 2 convergent vers des solutions particulières et explicites des équations de la chaleur, lorsque le temps tend vers l'infini. Ce résultat montre en particulier que les fluides de grade 2 se comportent asymptotiquement comme les fluides newtoniens régis par les équations de Navier-Stokes. Pour cette étude, on utilise les variables d'échelles (ou variables autosimilaires), et on effectue des estimations d'énergies dans divers espaces fonctionnels, en particulier dans des espaces de Sobolev à poids polynomiaux. La description des profils asymptotiques est obtenue sous des conditions de petitesse sur les données initiales de l'équation.Le second chapitre de cette thèse traite des profils asymptotiques à l'ordre 1 des solutions des équations des fluides de grade 3 en dimension 2. À l'instar des résultats du premier chapitre, on obtient ici aussi la convergence des solutions de ces équations vers des solutions explicites des équations de la chaleur. Les outils utilisés pour cette étude sont semblables à ceux utilisés pour les fluides de grade 2 en dimension 3, à savoir les variables autosimilaires et des estimations d'énergies. Dans ce cas aussi, on conclut que les fluides de grade 3 se comportent asymptotiquement comme les fluides newtoniens.Dans le dernier chapitre, on étudie l'existence d'un attracteur pour les équations des fluides de grade 3 en dimension 2 avec des conditions périodiques. On considère donc les solutions faibles de ces équations à données initiales dans l'espace de Sobolev H¹. Ces solutions faibles définissent un semi-groupe généralisé. Ensuite, on montre que les solutions à données initiales dans H² possèdent un attracteur global pour la topologie H¹. Pour ce travail, on utilise un schéma de Galerkin, des estimations a priori et une méthode de monotonie. Les principales difficultés que l'on rencontre sont liées au peu de régularité des données initiales et au fait que l'on ne sait par si les solutions des équations des fluides de grade 3 à données H¹ sont uniques.

This thesis is submitted in fulfilment of the requirements for the Degree Masters in education in the faculty of education and social sciences – Cape Peninsula University of Technology / The Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforces the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases. It was against this background that I wanted to investigate the value and impact of a children's literature - based reading programme, as the importance of independent and critical reading at the primary level cannot be over estimated. PIRLS, (2006) highlights the areas of low achievement of South African learners by referring to the twelve reading skills and strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. I argue for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase. Social constructivists see as crucial, both the context in which learning occurs and the social context that learners bring to their learning environment. This theoretical framework, as well as the Reader Response theory of Rosenblatt (1982) underpins this study. Relevant cognitive theories and their underpinnings in reading motivation and achievement are reviewed. The literature review is an in-depth study of recent and current reading research. The main aspects covered by the literature are literacy skills, language acquisition and its related skills. The study is lodged in a qualitative paradigm and embedded in action research. The analysis is framed in constructivist grounded theory. The quantitative data collected support the qualitative data and enhance the validity of the findings that indicate that the study of literature is effective in developing higher order thinking skills identified by Bloom (1956) and present in the PIRLS (2006) test methodology.

Rights and responsibilities are enshrined in the Constitution of the Republic of South Africa. These rights are the basic rights of every human being. This study focuses on the rights and responsibilities of Grade 3 learners across diverse school settings; I identified five significant aims. The main aim of this research was to use the findings gained to assist and guide educators and all adults working with children in all school contexts and in all grade levels to transform education related to rights and responsibilities to empower children. The aim of the study was to understand the experiences of Grade 3 learners regarding their rights and responsibilities across diverse settings. My objectives were firstly to investigate whether children were educated and informed about their rights and responsibilities as child citizens. Secondly, to explore possible gaps in the knowledge of children’s experience and understanding of their rights and responsibilities. Thirdly, to give children an opportunity to use their voices through participating in this study. Fourthly, to identify the similarities and differences through comparison of the of Grade 3 learners’ experiences of their rights and responsibilities across the three diverse school settings. The comparison of data sets highlighted challenges and gaps in children’s education and their experiences of rights and responsibilities. It enabled me to draw conclusions that assisted me in making recommendations to supplement and improve children’s understanding of their rights and responsibilities. I believe that the findings from my study contribute to the growing body of knowledge regarding rights and responsibilities education as a strong focus in the Life Skills programme – locally and globally _ and to improving the education of the young child. Through the comparison of the experiences of the participating children across the three school settings, similarities and differences arose that deepened insight into the main findings. The first finding is that education improves children’s understanding and experience of their rights and responsibilities. Secondly, basic needs have a substantial impact on children’s experience of their rights and responsibilities. Thirdly, the participating children understood that people have needs and rights, and that those rights must be acknowledged to ensure a good quality of life. I further found that children can be empowered through using their voices and in gaining positive experiences and understanding, which ultimately contributes to raising strong well-adjusted adults. This research was qualitative in nature using a multiple case study design. The themes and sub-themes that emerged from the data analysis of three diverse schools were then compared. Data gathering occurred through interviews, observation, documents, field notes and visual artefacts. The artefacts consisted of collages, drawings and writings made by the participating children and formed a large part of the data collection and analysis. Data collection took place in the Grade 3 classrooms and school venues made available by the diverse schools where data was collected. The ninety-six (n = 96) participating children contributed the data for this study and I analysed the data to understand how Grade 3 children understood their rights and responsibilities. Grade 3 learners were from three school settings where the participants had diverse backgrounds regarding language, capability, socio-economic circumstances, race, belief and religion. Children were typically between nine and ten years of age in Grade 3. An emerging conceptual framework created through combining existing theories was utilised for explaining children’s experiences of their rights and responsibilities across the diverse settings. The theories employed were the sociology of childhood, empowerment theory, Maslow’s hierarchy of needs and the framework is the arch of human rights. To empower young children with their rights and responsibilities, adults should listen, educate, communicate, and encourage decision making, accountability and responsibility so that young children will understand their rights and responsibilities as active citizens in their country. This would benefit children to modify and adjust the world they live in. / Thesis (PhD)--University of Pretoria, 2019. / Early Childhood Education / PhD / Unrestricted

Beräkningar av subtraktionsuppgifter visar sig vara en utmaning för svenska elever i årskurs 3. Problematiken ligger i valet av beräkningsmetoder, där dessa inte är lika effektiva och framgångsrika som vid beräkningar av addition. Denna studie är inspirerad av en fenomenografisk ansats, som syftar till att redogöra för vilka uppfattningar elever i årskurs 3 har av subtraktion, samt vad som påverkar elevers metodval vid beräkningar av subtraktion. Studiens syfte besvaras med följande frågeställningar; hur uppfattar elever subtraktion? Vilka aspekter påverkar elever att välja en specifik metod vid beräkningar av olika subtraktionsuppgifter? Med utgångspunkt från semistrukturerade individuella intervjuer med 10 elever från två klasser i årskurs 3, visar det sig att samtliga elever inledningsvis uppfattar räknesättet subtraktion som en subtraktiv förändring, där något försvinner eller tas bort. Vid beräkning av sex olika subtraktionsuppgifter; tre textuppgifter och tre uppgifter med okända tal, visar eleverna en variation i att vara flexibel respektive anpassningsbar i metodvalet. Resultatet redovisar kategorier som representerar olika beräkningsmetoder. Inom respektive kategori lyfts elevers egna beräkningar inklusive deras motiveringar till valet av beräkningsmetod.  Standardalgoritmen visar sig vara den dominanta beräkningsmetoden, där ett fåtal elever använder standardalgoritmen vid samtliga uppgifter. Där valet av att använda standardalgoritmen som beräkningsmetod beror på att metoden är enklast att använda och att det går fort att räkna ut svaret med standardalgoritmen. I resultatet hävdar eleverna även att valet av metod beror till stor del på de ingående talens värde i den givna uppgiften. / Calculations of subtraction tasks has shown to be challenging for Swedish pupils in grade 3. The problem lies in the choice of calculation methods, where these methods aren´t as effective and successful as those methods for calculations of addition.  This study is inspired by a phenomenographic approach and aims to explain what perceptions pupils in grade 3 has of subtraction, and what affects pupils’ choice of methods in calculations of subtraction. The aim in the study focuses on the following questions; how do pupils perceive subtraction? Which aspects influence pupils to choose a specific method when calculating different subtraction tasks? Based on semi-structured individual interviews with 10 pupils from two classes in grade 3, it turns out that all pupils initially perceive subtraction as a subtractive change, where something disappears or is taken away. In the calculations of six different subtractions task; three text tasks and three tasks with unknown numbers, the pupils show a variation by being flexible and adaptable in their choice of method. The result reports categories that represents different calculation methods. In each category, pupils own calculations is mentioned including their motivations for the choice of calculation method. The standard written algorithm is shown to be the most dominant calculation method, where a few pupils use the standard algorithm in all tasks. The choice to use the standard algorithm as calculation method is due to the simplicity of the method and that it´s faster to calculate the answer with the standard algorithm. In the result, the pupils also claims that the choice of methods depends on the value of the including numbers in the given task.

Sammanfattning Tidigare forskning visar att elever i de yngre åren i huvudsak möter skönlitterära texter och att detta kan innebära svårigheter för dem i klass 4 då de förväntas förstå olika texttyper. Denna studie undersöker vilka texttyper elever i förskoleklass till årskurs 3 får möta på två olika skolor i två skilda kommuner och om lärarna anser att det kan påverka elevers läsförståelse och läsintresse. Undersökningen gjordes genom kvalitativa intervjuer med verksamma lärare och baseras på en lärandesyn utifrån ett sociokulturellt perspektiv och begreppet literacy. Resultatet visar att de yngre barnen på de två deltagande skolorna till stor del får möta olika texttyper och att lärarna anser att det främjar både läsförståelse och läsintresse. / Abstract Previous research show that students in the younger years mainly meets fictional text types and that this may cause difficulties for them in 4th-grade when they are expected to understand different kinds of text. This study examines which types of text students in preschool to grade three meet at two different schools in two separate municipalities, and if teachers believe that it can affect students reading comprehension and interest in reading. The survey was conducted through qualitative interviews with practicing teachers and is based on a learning approach from a sociocultural perspective and the literacy concept. The result show that the younger children at the two participating schools for the most part get to meet different types of texts and that the teachers considers it promotes both reading comprehension and interest in reading.

Språkutveckling gynnar elevers kunskapsutveckling och framgång i skolan. Elever vars språkliga förmåga brister riskerar att få svårigheter med kunskapsutvecklingen i skolan. Lärare behöver därför kunskap om vad de kan göra för att stötta elevers språkutveckling. I denna studie undersöks förekomsten av sju språkutvecklande aktiviteter i fyra klasser inom svensk- och matematikundervisningen i årskurs 2 och 3. Lärarnas praktik dokumenteras med stöd av ett observationsschema som bygger på det brittiska observationsverktyget ”Communication Supporting Classrooms Observation Tool”. Resultatet analyseras och jämförs med avseende på skolämne och årskurs. Studien visar att de språkutvecklande aktiviteterna förekommer oftare inom svenskundervisningen men att utbudet av antal aktiviteter i matematikundervisningen är högre. Vidare visar studien att eleverna erbjuds få tillfällen att arbeta tillsammans utan att fokus istället ligger på aktiviteter som är styrda av läraren. / Language development benefits pupils’ knowledge development and progress in school. Pupils whose linguistic ability is deficient risk encountering difficulties with knowledge development in school. Teachers therefore need to know what they can do to support pupils’ language development. This study examined the occurrence of seven language development activities in four classes in Swedish and mathematics in grades 2 and 3. The practice of the teachers was documented with the support of an observation schedule based on the British “Communication Supporting Classrooms Observation Tool”. The results were analysed and compared according to school subject and grade. The study shows that language development activities occur more often in Swedish teaching but that the range of activities in mathematics teaching is wider. Moreover, the study shows that the pupils are offered few opportunities to work together, as the focus is instead on activities directed by the teacher.