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Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriersDe Jager, Marina, Geldenhuys, Johanna January 2016 (has links)
This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
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Rethinking biokinetics: a philosophical critique concerning the roles and responsibilities of practitioners and patientsGreene, Mark A January 2016 (has links)
The specialist responsible for providing prescribed exercise as a form of medicine to the South African population is the biokineticist. Biokinetics is a relatively new profession developed in response to empirical research supporting exercise as medicine. Although the role of the biokineticist is clearly defined by the Health Professions Council of South Africa (HPCSA), there is still confusion concerning this profession and its services. At present, the dominant medicalscientific and capitalist-economic discourses offer a narrowly mechanistic and instrumental understanding of the human body and its treatment, which contributes to this confusion. This dissertation proposes a new point of departure, enriched by historical and philosophical understandings of the human body, from which the biokineticist can begin to redefine him/herself. The study aims to shift biokinetics as a practice away from the reductionist and dehumanising influences of instrumentalist, scientific and neoliberal capitalist-economic discourses, and to restore to biokineticists, and their clients, the ability they need to interact as relatively autonomous individuals. The study draws on the ideas of Michel Foucault, specifically on his notions for ‘discipline’, ‘docility’, and ‘the care of the self’ (1991; 2005), as well as Gilles Deleuze and Felix Guattari and their ideas of ‘becoming’ and ‘rhizomatic thinking’ (1983; 1987); ultimately presenting a philosophically enriched, holistic representation of the human body. From here recommendations for best practice in contemporary biokinetics are suggested that encourage interactions and connections between the professional and his/her patients, which move beyond the mere physiological interpretations currently dominating health discourse.
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Implementeringsraamwerk vir ʼn heelskoolbenadering teen skoolgeweld gegrond op geïntegreerde helende onderwys / An implementation framework for a whole-school approach to school violence based on integrated healing education / Letlhomeso la tsenyotirisong la molebo wa sekolo sotlhe wa tirisodikgoka ya kwa sekolong o o theilweng mo thutong e e golaganeng e e alafangKloppers, Daniel Frederik 06 1900 (has links)
Abstracts in Afrikaans, English and Southern Sotho / Geweld en skoolgeweld veroorsaak ernstige maatskaplike ontwrigting in Suid-Afrika.
Die metodes waarmee skoolgeweld tans hanteer word, is oneffektief en meestal op
mag en dissipline gegrond. Die doel van hierdie navorsing is om alternatiewe
benaderings vir die hantering van skoolgeweld te ondersoek en om ʼn
implementeringsraamwerk vir ʼn heelskoolbenadering teen skoolgeweld te ontwikkel.
Ten einde hierdie doel te bereik, fokus die navorsing, wat binne ʼn aangepaste
ekologiese model (AEM) onderneem is, op ʼn konseptuele analise van die aard en
inhoud van die konsepte “geweld” en “skoolgeweld”, omdat beide dikwels met
konsepte soos “mag” en “dissipline” verwar word. Beide begrippe is multidimensioneel
en kom binne al die sfere van die AEM voor. Dit sluit geweld weens verskeie oorsake,
soos psigo-biologiese faktore, strukturele geweld en reaksiegeweld in. Skoolgeweld
kom eweneens weens verskeie oorsake en in verskillende vorms binne die sfere van
die AEM voor. Voorbeelde sluit lyfstraf, boeliegedrag, bendes en strukturele skoolgeweld soos rassisme, die kwaliteit van onderwys en oorvol klasse, in.
Die navorsing toon aan dat die wyse waarop skoolgeweld tans in Suid-Afrika hanteer
word, onsuksesvol is. Dit word hoofsaaklik by wyse van mag, dissipline en ʼn
strafbenadering hanteer, wat meebring dat die verhoudings wat weens die geweld
beskadig word of skipbreuk ly, versoening tussen dader en slagoffer verhoed en dat
die slagoffer se behoeftes nie in ag geneem word nie. Die wyse waarop skoolgeweld
hanteer word, bied ook nie ʼn wyse waarop strukturele skoolgeweld bestuur kan word
nie.
Een van die alternatiewe wyses waarop skoolgeweld hanteer kan word, is herstellende
onderwys. Dit is ʼn betreklik nuwe benadering tot onderwys, wat op herstellende
geregtigheid gegrond is, maar ook proaktiewe aktiwiteite insluit. Omdat herstellende onderwys op beginsels soos verhoudings, dialoogvoering, waardegedrewenheid,
herstel en versoening gegrond is, kan dit gebruik word om skoolgeweld te beheer.
Herstellende onderwys maak van verskillende proaktiewe en reaktiewe metodes
gebruik, soos slagoffer-oortrederbemiddeling en groepsgesprekke. Dit fokus op ʼn
skoolgemeenskap wat waardegedrewe is, eerder as op oortredings. Herstellende
onderwys word egter deur ʼn aantal knelpunte gekniehalter. Die navorsing toon aan
dat hierdie knelpunte deur die Freire se benadering tot onderwys ondervang kan word.
Freire se benadering tot onderrig word aan die hand van ʼn aantal kernelemente, wat
in vyf groepe verdeel is (naamlik sy siening oor mag en bemagtiging, etiesgodsdienstige
elemente, bewustheid en aksie, dialoogvoering, onderwyspraktyk en
onderwys en die samelewing) hanteer. Die navorsing toon aan dat hierdie elemente
gebruik kan word om die leemtes in herstellende onderwys te vul en dat die twee
benaderings en ʼn aantal ander benaderings wat daarby aansluit, soos onderwys vir
maatskaplike geregtigheid, kritiese pedagogiek en die leerstellings van Mohlomi, tot ʼn geïntegreerde onderwysbenadering – geïntegreerde helende onderwys –
saamgevoeg kan word.
In die voorlaaste gedeelte van die navorsing word die beginsels van geïntegreerde
helende onderwys gebruik om ʼn praktykgerigte implementeringsraamwerk te
ontwikkel. Die raamwerk word in twee dele hanteer: eerstens die
implementeringsterreine, naamlik die geleerde en geleefde leerplanne, en tweedens
die implementeringsproses wat deur middel van deelnemende aksienavorsing uitvoer
kan word.
Die navorsing sluit af met ʼn opsomming van die navorsing, ʼn uitwysing van die
beperkings van die studie en aanbevelings vir verdere ondersoek. / Violence and school violence play havoc with South African society. Current methods
to curb school violence depend on power, discipline and a penal approach, and prove
to be ineffective. The purpose of this research was to investigate alternative
approaches to manage school violence and develop an implementation framework for
a whole-school approach to it.
This research was conducted according to an integrated ecological model. The
concepts “violence” and “school violence” were analysed as they are often confused
with the concepts “power” and “discipline”. The former pair of concepts are
multidimensional and present in all spheres of the integrated ecological model. They
include individual violence, group violence and structural violence. School violence
manifests in different forms, including bullies and gangs. This research differentiates
between controllable school violence – which is within the school community’s sphere of influence – and manageable school violence – which originates outside the school
community.
The research indicates that the ways in which school violence is currently addressed
do not consider damaged relationships because of violence, reconciliation between
the perpetrator and the victim, and the needs of the victim. In addition, they do not
contribute to the management of structural school violence.
Restorative education is a recent approach based on restorative justice and includes
proactive activities. Because it is value-driven and grounded on relationships,
dialogue, restoration and reconciliation, it can be of great use in the fight against school violence. Restorative education includes both proactive and reactive methods such as
victim-offender mediation and group discussions. It focuses on a value-driven school
community rather than infringements. However, restorative education has certain
deficiencies. This research indicates that they can be made good thanks to Freire’s
approach to education.
Freire’s approach to education comprise a number of key elements, which can be
divided into five groups, viz his views on power and empowerment; ethical-religious
elements; consciousness and action; dialogue; educational practice; and education
and the community. The research indicates that these elements can compensate for
the deficiencies in restorative education. Freire’s approach and a number of connected
approaches such as education for social justice, critical pedagogy and the doctrines
of Mohlomi, can be combined in an integrated approach to education, referred to as
integrated healing education. In the penultimate part of the research, the principles of integrated healing education
are utilised to develop a practice-orientated implementation framework. The
framework is discussed in two sections: the fields of implementation, viz the learned
and lived curricula, and the implementation process through action research.
The research concludes with a summary, limitations of the study, and
recommendations. / Tirisodikgoka le tirisodikgoka ya kwa sekolong di baka tlhakatlhakano mo baaging ba
Aforikaborwa. Mekgwa ya ga jaana ya go fedisa dikhuduego e ikaegile ka dithata,
maitsholo a a siameng le molebo wa kotlhao, mme go bonala e sa nonofa.
Maikemisetso a patlisiso eno e ne e le go batlisisa melebo e e farologaneng ya go
samagana le tirisodikgoka ya kwa sekolong le go tlhama letlhomeso la tsenyotirisong
la molebo wa sekolo sotlhe go samagana nayo.
Patlisiso e dirilwe go ya ka sekao se se golaganeng sa ikholoji. Go lokolotswe
megopolo ya "tirisodikgoka" le "tirisodikgoka ya kwa sekolong" ka ntlha ya fa gantsi e
tlhakatlhakanngwa le megopolo ya "dithata" le "maitsholo a a siameng". Sebedi sa
ntlha sa megopolo se dintlhadintsi mme di gona mo magatong otlhe a sekao se se
golaganeng sa ikholoji. Se akaretsa tirisodikgoka ya batho bongwe ka bongwe,
tirisodikgoka ya setlhopha le tirisodikgoka e e rulaganeng. Tirisodikgoka ya kwa
dikolong e tlhagelela ka dipopego tse di farologaneng, go akaretsa badipisi le
digongwana. Patlisiso eno e farologanya magareng ga tirisodikgoka e e laolegang ya
kwa dikolong – e e mo legatong la tlhotlheletso la mo sekolong – le tirisodikgoka e e
tsamaisegang kwa dikolong – e e tswang kwa ntle ga sekolo.
Patlisiso e bontsha gore ditsela tse go samaganwang le tirisodikgoka ya kwa dikolong
ka yona ga jaana ga di lebelele dikamano tse di senyegang ka ntlha ya tirisodikgoka,
poelano magareng ga modiri le motshwasetlhabelo, le ditlhokego tsa
motswasetlhabelo. Go tlaleletsa foo, ga di tshwaele mo tsamaisong ya tirisodikgoka
ya kwa dikolong e e rulagantsweng. Molebo wa pusetso ke molebo wa fa gautshwane o o theilweng mo bosiamising jwa
pusetso mme o akaretsa ditiragatso tsa pele ga tiragalo. Gonne o tsamaisiwa ke
dintlhatheo mme o theilwe mo dikamanong, dipuisano, pusetso le poelano, o ka nna
mosola thata mo ntweng kgatlhanong le tirisodikgoka ya kwa dikolong. Thuto ya
pusetso e akaretsa mekgwa ya pele ga tiragalo le ya go tsibogela tiragalo e tshwana
le tsereganyo ya motswasetlhabelo-molatofadiwa le dipuisano tsa ditlhopha. E tota
baamegi ba sekolo ba ba laolwang ke dintlhatheo go na le tlolomolao. Le gale, thuto
ya pusetso e na le makoanyana a a rileng. Thutopatlisiso eno e bontsha gore a ka
baakanngwa ka molebo wa ga Freire wa thuto.
Molebo wa ga Friere wa thuto o na le dikarolo di le mmalwa tsa botlhokwa, tse di ka
aroganngwang ka ditlhopha tse tlhano, e leng, megopolo ya gagwe malebana le
dithata le maatlafatso; dintlha tsa maitsholo-tumelo; temogo le tiragatso; puisano;
tiragatso ya thuto; le thuto le baagi. Patlisiso e bontsha gore dintlha tseno di ka emela
makoa a a mo thutong ya pusetso. Molebo wa ga Freire le melebo e mengwe e le
mmalwa e e golaganeng e tshwana le thuto ya tshiamiso ya loago, thuto e e rutang barutwana go sekaseka dithata le kgatelelo le ditumelo tsa ga Mohlomi, di ka
kopanngwa mo molebong o o golaganeng wa thuto, o o bidiwang thuto e e golaganeng
e e alafang.
Mo karolong ya pele ga ya bofelo ya patlisiso, go dirisiwa dintlhatheo tsa thuto e e
golaganeng e e alafang go tlhama letlhomeso la tsenyotirisong le le theilweng mo
tiragatsong. Letlhomeso le tlhalosiwa mo dikarolong tse pedi: lephata la
tsenyotirisong, e leng kharikhulamo e e ithutilweng le e e tshetsweng, le tirego ya
tsenyotirisong ka patlisiso ya tiragatso.
Patlisiso e konosetsa ka tshobokanyo, ditekanyetso tsa thutopatlisiso, le
dikatlenegiso. / Educational Foundations / Ph. D. (Philosophy of Education)
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