<p> My study asks the questions: What criteria do teachers take into consideration when they determine the placement of bilingual students with learning disabilities and do they feel competent to make that decision. Current research provides information the important need to focus on bilingual students with learning disabilities. It also provides information about teacher readiness to teach this subgroup and what is being done to help meet their needs. The researcher conducted interviews of two middle school boys and their bilingual and learning resource teachers. Participant teachers and students were observed in a three-month window and interviewed. Due to their difference in English proficiency their classroom placement varied through this year and which may affect their classroom placement in the future. My study answers my questions because we hear firsthand from seasoned teachers in the field and share how they feel about teaching bilingual students with learning disabilities. The question concerning their best classroom placement is also answered by examining and analyzing students' collected data of their academic histories. After various classroom observations, teacher and student interviews and collection of data, the study found that the two boys had similar learning disabilities yet their academic achievements were different. Both learning resource teachers explain that there is a language barrier between them and their bilingual students with learning disabilities. Whereas, the bilingual teacher finds it difficult to detect a learning disability in her students because she is unsure if the student's difficulty in reading stems from a lack of English proficiency or a masked learning disability. The most practical way to find the correct placement for a bilingual student with a learning disability is when a team of educational professionals meet and discuss the particular student's strengths and weaknesses using their field of expertise. Final thoughts are shared of what further research needs to be done and why it is important. </p><p>

A presente dissertação constitui-se em um estudo qualitativo, delineado como estudo de caso, sobre as adequações curriculares, estratégias e procedimentos pedagógicos utilizados em sala de aula e em outros espaços escolares, a partir da utilização do software Boardmaker® com Speaking Dynamically Pro – SDP v.6, recurso de tecnologia assistiva, enviado às salas de recursos multifuncionais, na política pública brasileira de 2007 a 2012. Esta investigação verificou o modo como esse software foi utilizado pelos professores do Atendimento Educacional Especializado, de agosto de 2011 a dezembro de 2012, com alunos com paralisia cerebral que frequentam os anos iniciais (1º ao 5º ano) do Ensino Fundamental na Rede Regular de Ensino de Vacaria. O estudo é fundamentado por diferentes autores que apoiam a compreensão do objeto e do contexto de pesquisa, mais especificamente, abordando os temas da Educação Especial na perspectiva da Educação Inclusiva e dos recursos pedagógicos acessíveis de comunicação aumentativa e alternativa, além da apropriação das tecnologias de informação e comunicação direcionadas a pessoas com paralisia cerebral. Para análise dos dados, buscou-se ainda apoio na teoria sócio-histórica que fundamenta os processos de interação e mediação entre sujeitos, para o desenvolvimento dos processos mentais superiores. Os resultados apontam para a importância do software como ferramenta na comunicação alternativa dos alunos com paralisia cerebral, pois transforma o computador em um eficaz recurso de educação e comunicação. No entanto, evidenciam-se dificuldades para administrar esse recurso, frente à sua complexidade e ao grande espaço de tempo exigido para sua administração. Verifica-se ainda a necessidade de planejamento bem estruturado e articulado, para que os recursos utilizados possam servir como instrumentos mediadores na cultura, no desenvolvimento e nas aprendizagens dos alunos, podendo, desse modo, contribuir para que dificuldades relacionadas à educação na perspectiva da inclusão sejam ultrapassadas. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-09-30T13:41:10Z No. of bitstreams: 1 Dissertacao Adriana Aparecida de Almeida Marcolin.pdf: 2496412 bytes, checksum: 7bcbaf49c3e4a72370f575fcdc15ab8c (MD5) / Made available in DSpace on 2015-09-30T13:41:11Z (GMT). No. of bitstreams: 1 Dissertacao Adriana Aparecida de Almeida Marcolin.pdf: 2496412 bytes, checksum: 7bcbaf49c3e4a72370f575fcdc15ab8c (MD5) / This dissertation consists of a qualitative study delineated as a case study about curriculum adaptations, strategies and pedagogical procedures used in the classroom and other school spaces, from the use of Boardmaker® with Speaking Dynamically software Pro – SDP v.6, resource of assistive technology sent to the multi-functional resource rooms in the Brazilian public policy from 2007 to 2012. This research verified the way this software has been used by teachers from the Specialized Educational Services, from August 2011 to December 2012, including students with cerebral palsy attending the early years (1st to 5th grades) in Regular Elementary Schools in Vacaria. The study is substantiated by several authors who support the comprehension of the object and the context of the research, more specifically approaching the topics of Special Education in the perspective of Inclusive Education and accessible educational resources of augmentative and alternative communication, besides the appropriation of information technologies and communication addressed to people with cerebral palsy. For data analysis, it was studied Vygotsky‟s theory that underlies the processes of interaction and mediation among subjects for the development of the superior mental processes. The results point to the importance of the software as a tool in alternative communication for students with cerebral palsy, because it turns the computer into an effective resource for education and communication. However, it is evident that there are some difficulties in managing this resource face to its complexity and the great amount of time required for its administration. There is still the need of a well-structured and articulated planning so that the useful resources can be served as mediating instruments in culture, development and student learning and may, though, contribute to difficulties, related to education in the perspective of inclusion, are gotten over.

<p> Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs. </p><p> This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher&rsquo;s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant&rsquo;s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts. </p><p> The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants&rsquo; involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher&rsquo;s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers&rsquo; motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.</p><p>

A presente dissertação constitui-se em um estudo qualitativo, delineado como estudo de caso, sobre as adequações curriculares, estratégias e procedimentos pedagógicos utilizados em sala de aula e em outros espaços escolares, a partir da utilização do software Boardmaker® com Speaking Dynamically Pro – SDP v.6, recurso de tecnologia assistiva, enviado às salas de recursos multifuncionais, na política pública brasileira de 2007 a 2012. Esta investigação verificou o modo como esse software foi utilizado pelos professores do Atendimento Educacional Especializado, de agosto de 2011 a dezembro de 2012, com alunos com paralisia cerebral que frequentam os anos iniciais (1º ao 5º ano) do Ensino Fundamental na Rede Regular de Ensino de Vacaria. O estudo é fundamentado por diferentes autores que apoiam a compreensão do objeto e do contexto de pesquisa, mais especificamente, abordando os temas da Educação Especial na perspectiva da Educação Inclusiva e dos recursos pedagógicos acessíveis de comunicação aumentativa e alternativa, além da apropriação das tecnologias de informação e comunicação direcionadas a pessoas com paralisia cerebral. Para análise dos dados, buscou-se ainda apoio na teoria sócio-histórica que fundamenta os processos de interação e mediação entre sujeitos, para o desenvolvimento dos processos mentais superiores. Os resultados apontam para a importância do software como ferramenta na comunicação alternativa dos alunos com paralisia cerebral, pois transforma o computador em um eficaz recurso de educação e comunicação. No entanto, evidenciam-se dificuldades para administrar esse recurso, frente à sua complexidade e ao grande espaço de tempo exigido para sua administração. Verifica-se ainda a necessidade de planejamento bem estruturado e articulado, para que os recursos utilizados possam servir como instrumentos mediadores na cultura, no desenvolvimento e nas aprendizagens dos alunos, podendo, desse modo, contribuir para que dificuldades relacionadas à educação na perspectiva da inclusão sejam ultrapassadas. / This dissertation consists of a qualitative study delineated as a case study about curriculum adaptations, strategies and pedagogical procedures used in the classroom and other school spaces, from the use of Boardmaker® with Speaking Dynamically software Pro – SDP v.6, resource of assistive technology sent to the multi-functional resource rooms in the Brazilian public policy from 2007 to 2012. This research verified the way this software has been used by teachers from the Specialized Educational Services, from August 2011 to December 2012, including students with cerebral palsy attending the early years (1st to 5th grades) in Regular Elementary Schools in Vacaria. The study is substantiated by several authors who support the comprehension of the object and the context of the research, more specifically approaching the topics of Special Education in the perspective of Inclusive Education and accessible educational resources of augmentative and alternative communication, besides the appropriation of information technologies and communication addressed to people with cerebral palsy. For data analysis, it was studied Vygotsky‟s theory that underlies the processes of interaction and mediation among subjects for the development of the superior mental processes. The results point to the importance of the software as a tool in alternative communication for students with cerebral palsy, because it turns the computer into an effective resource for education and communication. However, it is evident that there are some difficulties in managing this resource face to its complexity and the great amount of time required for its administration. There is still the need of a well-structured and articulated planning so that the useful resources can be served as mediating instruments in culture, development and student learning and may, though, contribute to difficulties, related to education in the perspective of inclusion, are gotten over.

<p> Research indicates a need for teacher education programs which include embedded computer assisted language learning (CALL) to support teachers&rsquo; technological pedagogical and content knowledge (TPACK) of how to employ technology in classroom settings. Researchers also indicate a need to better understand the knowledge-base of language teacher education (LTE), including a teacher&rsquo;s possible 40 year career through ever changing technology. </p><p> This mixed-method case study examines the use of iPads by four teachers, who represent maximum variation in their teaching and technology experience, in two mostly homogenous schools. The study looks specifically at how teachers&rsquo; perceptions of 1) teaching, 2) technology, 3) using technology and 4) their students shape the way they use iPads with English language learners. It also examines what supports facilitate the use of iPads for instructional purposes in second language classrooms. </p><p> I focus on the use of iPads in a one-to-one implementation in a technologically embedded context because iPads are a relatively new innovation in classrooms, with the potential of changing instruction. Such changes may contribute to the challenges and benefits of being an effective teacher in the English language teaching (ELT) classroom. Research on the use of iPads in classrooms has been previously limited to mostly suggestions for use and has given little guidance in how this disruption will assist and challenge teachers. </p><p> TPACK is used as a powerful construct based in a reconceptualization of the language teacher education (LTE) knowledge-base, indicating influences of context, teachers and their perceptions, identity and agency and activities in the classroom. These factors suggest ways which classroom technology and teacher, student, administrative and contextual influences may mediate the activities of teaching and learning in the classroom. </p><p> The data show a correlation between teachers&rsquo; practices with iPads and their previous experiences using technology in the classroom. Teacher groupings demonstrated differences in teaching based on their experience using technology and teaching. Schools showed differences only in terms of some choices made by the administration. Students&rsquo; effects on the use of iPads is minimal, except for instances of how student behavior affected the classroom.</p><p>

<p> This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners&rsquo; (ELLs&rsquo;) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs&rsquo; English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs&rsquo; English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs&rsquo; English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).</p><p> These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.</p><p>

The existence of a field of tension between the Department of Education and school governing bodies of public schools in South-Africa is of great concern to all partners in the education system, especially taking into consideration that these parents’ bodies were established by the government of the day as equal partners in the management of their children’s schools. Although there will always be differences amongst role-players regarding the running of schools, it can be harmful and to the disadvantage of the learners if these differences are not handled in a professional and transparent way. Against this background, the aim of this research was to investigate the existence of a possible field of tension between the Department of Education and school governing bodies of public schools in the Free State where Afrikaans is being offered as medium of instruction. The purpose of the study was to identify the origin of the field of tension in an effort to describe and analyze different aspects thereof. Special emphasis was also placed on the revised policy on religion in education as an example of possible tension. The introductory chapters explain the background of the empirical investigation. In these chapters attention was given to: • The Department of Education as instrument of the state and its responsibilities towards governing bodies. • The role of the school governing body as partner of the Department of Education in a democratic educational dispensation. Special reference was made to the duties and responsibilities of school governing bodies according to the South-African Schools’ Act. • The manifestation of the field of tension between the Department of Education and school governing bodies in real life situations. A variety of recently documented examples were looked at. • The application of the revised policy regarding religion in education on school level was evaluated. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. The views of respondents from school governing bodies and the Department of Education were tested by making use of a structured empirical-quantitative questionnaire. The aim with the questionnaire was to determine whether there is indeed a field of tension, and if so, what the nature and scope of such a field of tension entails. A further aim with the questionnaire was to identify additional fields of tension which were not necessarily found in the literature previously studied. The respondents eventually confirmed the existence of a field of tension between school governing bodies and the Department of Education in an overwhelming way, which only emphasized to the researcher the necessity to intervene in an effort to defuse this dangerous situation. The validity and reliability of the empirical component of the research was ensured by making use of the Kaiser-Meyer-Olkin Test, the Bartlet Test as well as the Cronbach ∞ - coeffisient. A factor analysis was also done on the data to ensure that the findings were as reliable as possible. An evaluation of the findings, reveals the following core problems between school governing bodies and the Department of Education in the Free Sate that have to be dealt with before a sound mutual relationship between these two partners can again be developed: • Mutual mistrust in one another’s motives, • A lack of knowledge regarding the content and regulations of SASA, • A lack of communication and misinterpretation of education policy, • A lack of transparency and irresponsible action taken by the Department of Education, • A lack of support to school governing bodies, • Applications of educational policy in practice that do not comply with the regulations of SASA, • School governing bodies fearing the department’s infringement in their powers; • Refusal by school governing bodies to adapt to changes in the educational system. Recommendations for defusing the unhealthy field of tension between two of the most important partners in the education system includes the organizing of a provincial indaba on the initiative of the education department as soon as possible. It was found that the single most important factor that leads to a field of tension between school governing bodies and the Department of Education is a mutual feeling of mistrust between the two partners. On such an indaba the partners will have to assure one another of their support, good faith and willingness to work together towards a common goal. It will also be necessary to agree on the application of the regulations of SASA in practice. It is important that the Free State Department of Education would consider the establishment of a functional Directorate: School governance and –management or a PCF (Provincial Consultative Forum) on provincial level to ensure a body that is visible on school level and which can communicate with school governing bodies to advise them on matters of mutual interest. It is of the utmost importance that all members of school governing bodies as well as School Management Developers should undergo compulsory training by professional facilitators about the content and regulations of SASA and the application thereof in practice. Such training should be of a very high standard and should allow for the differentiation between groups of parents on the grounds of differences in language, skills, knowledge, experience, etc. It is also advised that departmental officials should be trained together with the school governing bodies under their control. It is also of critical importance to emphasize to school governing bodies the necessity to review the different ways of communication between themselves and the parent communities they represent. They owe it to them as their representatives and it will assist them in defusing potential fields of tension that might occur. If both partners are willing to take ownership of these recommendations in good faith and put in an honest effort to make them work, it will lead to the defusion of potential unhealthy problem areas. Only in this way will these role-players be able to create a mutual understanding and respect for one another’s point of view in the interest of the most important partner in the education process - the learner. / Prof. J.C. Kok

D.Ed. (Didactic Education) / The main problem regarding the teaching of Afrikaans First Language was pinpointed as being a largely unscientific realisation of the particular subject curriculum and syllabus. This implies that a complete and systematic restructuring of the curriculum should be done, because it would be the only way in which the particular subject curriculum could be realised in a scientific way. The method of research used was the phenomenological method whilst various means were introduced to support the research, inter alia correspondence with the various Provincial Education Departments and a literature study. It became apparent that two very important phenomena were related to the teaching of the child's mother tongue, namely language and school. It was therefore necessary to make an in depth study of both phenomena, and the researcher came to the following conclusions: * Language is essentially a characteristic of being human. * Language is a very important medium through which man constitutes his own world. * The mother tongue is the medium par excellence through which man constitutes his own world. * The school's primary task is that of intellectualising the pupil (rationalisation), whilst the general forming of the pupil (for example socialisation) also forms part of the task of the school. The above mentioned research is a necessary base for any attempt to address the particular problem, namely the structuringof the mother tongue (Afrikaans) into a school subject. Further grounding includes a discussion of the role of values in the teaching of the mother tongue and the explication of the formative value of the mother tongue. Futhermore: In structuring the mother tongue into a school subject, one should adhere to the so called curriculum cycle. For the purpose of this research the parameters for any explicit situation-analysis were concentrated on, while attention was given to the concepts objectives and goals and, very briefly, the other aspects of the curriculum cycle. This research does not claim to make full and final statements regarding the mother tongue as a school subject, but only tries to formulate a basis as parameters for further research.

M.A.

According to the South African constitution everyone has the right to receive education in the official language or languages of their choice in public educational institution where that education is reasonably practicable. Contrary to this policy language continues to be a barrier for learners who use English as second language at Higher Education Institution, since indigenous languages have not yet been developed as academic/scientific languages. Most of the first year science learners at Rand Afrikaans University (Soweto Campus) come from high schools where their instructional language is not the same as the one, which is used at the university. Thus, most of them experience problems with regard to the language that is used in science. If language plays an important role in development of scientific thinking then student will have a problem in understanding, writing, speaking the language used in teaching and learning science. This research project attempts to identify the problems that students from disadvantaged schools have in the use of language in learning science in their first year at the university. The primary aim of this research is to directly observe the role of language in science education. It considers the language ability, language in textbooks, and the medium of instruction as the situational factors that need careful consideration. Quantitative research method was used for this research which includes subject, instrumentation, procedures for obtaining data, data analysis, presentation and design limitation. The data was gathered from questionnaires, interviews, and observations of the participation in lectures, tutorials and classical laboratory experiments. The research report concludes that there is a scope for consideration of more varied approaches to the role of language in science education. The research recommends that there is a need to develop Indigenous languages as academic/scientific languages for use of instruction and to develop student proficiency in currently designated languages of tuition (English and Afrikaans) at higher education institutions. / Prof. J.R. Debeila