The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The thesis is focused on student teachers learning group activities. The aim of this thesis is to find out the role of group learning activities in the context of the training of future teachers. General framework for reaseach is prehension of group learning activities as an instructional strategies which can be used at university courses and especially in the training of future teachers. Great emphasis is placed on description and analysis of forms of teaching used in the training of future teachers and its potential for using group learning activities. The attention is paid to group work at university and description of different conceptions using work in groups. There is also a brief description of technology of group work which is basis for research. The practical part contains a case study of conception of training for the future teachers at Faculty of Arts at Charles University in Prague. This case study includes lesson observation of specific courses and interview with student teachers and teachers of these courses.

Local student reading results on the State of Texas Assessments of Academic Readiness have decreased. It is of great concern that many students had less than full mastery of the prerequisite, fundamental skills in reading. The study site used the Optional Flexible Year Program for remediation of students at risk of not passing the state assessment. The purpose of this concurrent explanatory study was to explore the relationship between participation and nonparticipation in the remediation program and student reading achievement and to better understand staff perceptions regarding the remediation program. Guided by Vroom's expectancy theory of motivation, quantitative research questions asked whether at risk students who participated in the remediation program showed greater increases on reading state assessments than comparable students who did not participate in the remediation program. Qualitative questions examined staff perceptions of the remediation program on the impact of student achievement. Findings showed no statistically significant difference in reading achievement between the experimental and control groups. Perceptions collected through questionnaires and interviews revealed staff negativity towards the remediation program and its ability to positively affect student achievement. This study has the potential for positive social change by contributing to the literature on the Optional Flexible Year Program remediation plan. Study findings will also benefit policy makers, school leaders, and students as they consider strategies presented to improve reading performance.

The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that quality education for students in poverty requires relatable curriculum, teachers who are knowledgeable and caring, and a school environment where social-emotional needs are addressed. Quality teachers deliver instruction and provide interventions for student based on individual needs. Loving, caring, and consistent teachers and administrators are a determining factor for success by providing a safe and stable environment for students and staff. Other findings show families have great influence on children and their ability to succeed. Participants felt that supporting families will, in turn, support student achievement. This dissertation recommends the following: (a) a stronger emphasis on teacher quality including competency in content, pedagogy, and dispositions of a caring, quality teacher; (b) a focus on social-emotional needs of student in poverty; (c) the establishment of consistent staff and leadership in schools with high rates of poverty, and (d) a concentration towards building relationships between school staff and families in order to support families in poverty as they strive for their children's academic achievement.