Made available in DSpace on 2016-07-18T17:54:21Z (GMT). No. of bitstreams: 1 DISSERTACAO_DESIREE FASE FINAL 29_07_2013.pdf: 13798504 bytes, checksum: a190e9a0537eaefd0dbe6c3e813b6453 (MD5) Previous issue date: 2013-10-03 / The name search "The Use of the Theory of Intertextuality in Textbook for Teaching Reading", aimed, in general, to identify and analyze the uses of the theory mentioned in the modes of teaching and learning of reading proposed by the Education Textbook key (Cycle II, 6th year). The methodology involved bibliographical studies on the theory of intertextual Text and Reading (Bakhtin, 1979, Kristeva, 1969 and other theorists) in a qualitative study, which was based on Document Analysis (Ludke & André 1986; Gatti, 2005, and Gonsalves, 2005). Was used as the object of analysis, a textbook, selected by the researcher. Justified the present study because, although there are already many researches on the processes of teaching and learning of reading, there is a need also to evaluate the quality of the textbooks most recent (last five years) adopted by public schools of Elementary Education, by the fact that these books have been using often the theory of intertextuality for preparation of didactic sequences on reading. The results obtained, confirmed the initial hypothesis that, despite the current use of the theory of intertextuality by textbook authors, the activities proposed for them are not consistent with the theoretical announced, not leading thus to the formation of the critical reader. / A pesquisa, intitulada O Uso da Teoria da Intertextualidade no Livro Didático para O Ensino da Leitura , objetivou, de modo geral, identificar e analisar os usos da teoria citada nos modos de ensino e aprendizagem da leitura, propostos pelo Livro Didático da Educação Fundamental (Ciclo II, 6º ano). A metodologia envolveu estudos bibliográficos sobre a teoria intertextual do Texto e da Leitura (Bakhtin,1979, Kristeva, 1969 e outros teóricos) em uma pesquisa qualitativa, que se pautou na Análise Documental (Ludke & André, 1986; Gatti, 2005 e Gonsalves, 2005). Foi utilizado, como objeto de análise, um livro didático, selecionado pela pesquisadora. Justificou-se o presente estudo, pois, apesar de já existirem inúmeras pesquisas sobre os processos de ensino e aprendizagem da leitura, há necessidade, ainda, de se avaliar a qualidade dos livros didáticos mais recentes (dos últimos cinco anos) adotados pelas escolas públicas da Educação Fundamental, pelo fato de que estes livros vêm utilizando, com frequência, a teoria da Intertextualidade para elaboração das sequências didáticas sobre leitura. Como resultados obtidos, confirmou-se a hipótese inicial de que, apesar do aproveitamento atual da teoria da Intertextualidade pelos autores de livros didáticos, as atividades propostas por eles não condizem com os pressupostos teóricos anunciados, não levando, assim, à formação crítica do leitor.

Das Projekt „Ein Fall für zwei Hochschulen“ wurde vom Sächsischen Staatsministerium für Wissenschaft, Kultur und Tourismus (SMWK), im Rahmen der Initiative „Bildungsportal Sachsen“, in der Laufzeit von Mai 2019 bis Dezember 2020 gefördert. Projektbeteiligte waren Prof. Anne-Katrin Haubold - Professur für Human Resources Management und Prof. Ronny Baierl - Professur für Schlüsselqualifikationen der HTW Dresden, sowie Prof. Dr. Eric Schoop - Professur für Wirtschaftsinformatik, insbes. Informationsmanagement (WIIM) der TU Dresden. Ziel des Projektes war es, ein bereits erprobtes didaktisch-methodisches Framework weiterzuentwickeln und in einem Manual aufzuarbeiten. Dieses Manual soll Lehrende unterschiedlicher Hochschultypen und Fachdisziplinen unterstützen, Lehrmaterialien und Inhalte, sowie die organisatorische Struktur für eine fallstudienbasierte, hochschultypübergreifende und virtuelle Lehrveranstaltung zu erarbeiten und gewinnbringend einzusetzen. Das Manual beschreibt die an der Professur WIIM entwickelte virtuelle Fallstudiendidaktik des Virtual Collaborative Learning (VCL) in einer hochschultypübergreifenden Variante. VCL ist ein Best-Practice-Framework für innovative online Lern/Lehrformate, die sich gut in übergeordnete Blended Learning Arrangements integrieren lassen. Es basiert auf jahrelanger intensiver wissenschaftlicher Forschung im Rahmen mehrerer Dissertationen und Projekte. Blended Learning bezeichnet die didaktisch sinnvolle Kombination von traditionellem Präsenzlernen und Online-Lernen auf der Basis neuer Informations- und Kommunikationstechnologien. VCL wird seit 2001 kontinuierlich in der formalen Lehre eingesetzt. Ziel ist es, das Lernen in studentischen Kleingruppen in den virtuellen Raum zu übertragen. Die Studierenden arbeiten über einen festgelegten Zeitraum an authentischen Business Cases mit klarem Praxisbezug. Sie werden in ihrer Zusammenarbeit von qualifizierten E-Tutoren unterstützt. Das VCL-Framework ist inhaltsunabhängig und bietet vielseitige Möglichkeiten für universitätsübergreifende Zusammenarbeit.

Philosophiae Doctor - PhD / This thesis examined the difficulties experienced by Grade 6 isiXhosa-speaking learners in learning Natural Science through English as the medium of instruction at a primary school in the Western Cape. In 1994, South Africa became a democratic country where people were given the right to choose the language of learning and communication (Constitution of the Republic of South Africa, 1996). The assumption made in relation to the right to language was that this would provide equal opportunities and equal access to education for all learners. All learners would then be able to attain academic success. The study was pursued against the backdrop of the serious academic underachievement of African learners at schools around the country (often culminating in high matric failure rates), particularly in mathematics, science and technology (Probyn, 2005; Cleghorn, 2005; Taylor & Vinjevold, 1999). Following a mixed-method approach (involving both qualitative and quantitative research methods), within the constructivist paradigm, the study examined the various factors which act as barriers to learning and contribute to difficulties in learning Natural Science by Grade 6 isiXhosa-speaking learners in one school in the Western Cape. It also examined the coping strategies used in dealing with the barriers by both the learners and educators in order to address the learning difficulties. The study was conducted over a period of four months, spread over two years (2008 and 2009), in the Metropole Central Education District (MCED) of the Western Cape. The following participants were involved in the study: 205 Grade 6 learners (103 learners in 2008 and 102learners in 2009), 4 Natural Science educators (including 2 HODs), 1 principal, and 4 parents. The focus of the study was, however, on 26 isiXhosa-speaking learners (13 learners from each year in 2008 and 2009). The data were collected using the following research methods: questionnaires, classroom observation, document analysis, and interviews. The data were analysed through content analysis and (analysis of) language usage (including sentence construction), and were interpreted with respect to the study's research questions. The findings of the research revealed that language (including both the English language of learning and teaching or LOLT, and the language of science) was a major barrier to the learning of Natural Science by Grade 6 isiXhosa-speaking learners. The language barrier was exacerbated by factors within the teaching and learning context, the school environment, as well as by social factors in the learners' own home backgrounds. On the basis of the findings of the research and the related literature, the study makes recommendations regarding what could be done to address the difficulties, as well as proposals for future research. The key recommendations include: • Introducing a more flexible bilingual education policy to enable additive bilingualism to be practised by both learners and educators; • Compiling a list or glossary of words, concepts and terms that matter in Natural Science and ensuring that the learners fully understand their meaning and use them appropriately; • Educators constantly reflecting on their own teaching styles and practices in relation to their effectiveness and impact on their learners; • Educators constantly considering 'different and creative ways' of assessing learners for whom the English LOLT is not a home language; and • District Offices providing systemic support for schools and creating an enabling learning environment.

The mechanism of how physical education teacher education (PETE) students learn to teach physical education (PE) has been considered as a missing link in a comprehensive curriculum of PETE research. Previous studies found that the PETE students’ acculturation phase has a big impact on the students’ beliefs towards teaching PE as it is referred to as Occupational Socialization Theory (OST). The purpose of this study was to explore how PETE students learn to teach PE based on their experiences being taught PE and coached in a sport and their reflections on their emerging practices whilst taking a course EPHE 452 – Strategies for teaching games, a culminating course in their physical and health education teachable area. The study used two qualitative research methods, autoethnography and participant observation ethnography, within a case study design methodology. Data collection included the case studies’ interviews of three PETE students and the EPHE 452 course observation throughout COVID-19 pandemic in Spring semester in 2021. The findings showed that PETE students carried beliefs from their acculturation phase to their professional phase, while the teacher education program has a positive impact on the PETE students’ beliefs towards teaching PE. Four organizing course themes with sub-themes emerged; insights on the impact of COVID-19 pandemic on the course becoming a mediating theme. Several effective methods were used to develop PETE students’ abilities to teach PE, such as the online resources, group discussions, the practicum experience and the reading of articles. The COVID-19 pandemic created opportunities and challenges among PETE students who took EPHE 452 course in Spring Semester in 2021 that have led to a rethinking and redevelopment of the EPHE 452 course. / Graduate

There is a need for information regarding the relationship of phonological awareness to reading and spelling in the multilingual learner in South Africa. The speech-language therapist has a role to play as part of the collaborative team assessing and treating the learner with reading and spelling difficulties. The aim of the study was to examine the relationships that exist between phonological awareness, written spelling and oral reading abilities in four groups of school-aged learners. A quantitative research design was employed in the form of a descriptive survey. Twenty test subjects were selected randomly from Grade 2 classes at an English-medium inclusive school in Pretoria, South Africa. Their class teachers on their final school report of the year had rated the learners as having good or poor literacy ability. They were organized into four research groups which differed with respect to their home language (English or English as Additional Language) and with respect to their literacy ability as judged by their teachers (Good or Poor literacy ability). A questionnaire was designed to ascertain parental perspectives pertaining to the learners’ case history and literacy development. A test battery composed of the Goldman-Fristoe Test of Articulation (Goldman&Fristoe, 1986), the Phonological Assessment Battery (Frederickson, Reason&Frith, 1997), the ESSI Reading and the ESSI Spelling Test (Esterhuyse&Beukes, 1997), and the TOLD-P: 2 (Newcomer&Hammill, 1991), as well as a Class Spelling List and a Reading Comprehension Task developed by the researcher, was administered to all test subjects. Findings of subjects’ performance in this study supported international findings regarding the strong relationship between phonological awareness ability and performance on reading and spelling measures. In addition, multilingual learners in this study were found to have delays in language development that negatively impacted on their literacy rating. The language development of the English-speakers with poor literacy ability in this study also negatively affected their reading and spelling performance. The test battery used in this study, with the exception of the Reading Comprehension Task, proved useful in differentiating subjects with good and poor literacy abilities and appears to be applicable for use in the South African situation. The results provide useful insights for the assessment and treatment of these learners. Furthermore, relevant research topics in the field of literacy development in an inclusive education setting were presented. / Dissertation (M (Communication Pathology))--University of Pretoria, 2005. / Speech-Language Pathology and Audiology / unrestricted

Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts that did not exist before. In many South African communities young learners, without any prior knowledge of English, are placed in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners’ academic performances and their future, and requested advice and support. Consequently a need was identified for speech-language therapists to make their expertise available to multilingual preschool learners, as well as to their preschool teachers. To address this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria Central Business District (CBD) and Sunnyside area. A descriptive survey was conducted and two survey techniques were employed to collect the data, namely a questionnaire and a test battery. The questionnaire was used to collect information from 32 teacher participants to investigate the needs and strengths of preschool teachers and multilingual preschool learners. The test battery was utilised to collect data on the language and communication proficiency in English of 30 learner participants. Results indicated that the teacher participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These teachers expressed a need for knowledge and support. They also reported that the multilingual preschool learners in the research context had to communicate in ELoLT despite it being an unfamiliar language. Some of the multilingual preschool learners displayed behaviours that could be indicative of negative influences on their self-esteem. The language and communication assessment revealed that many learner participants’ comprehension and expression in ELoLT were insufficient for learning and that they required support for academic success. In addition, the results support the claim that an integrated view of the multilingual learners’ communication abilities need to be established across contexts, by combining assessment strategies, such as naturalistic and structured assessment, as well as interdisciplinary perspectives. The results of the empirical research was used to propose a service delivery model for the acquisition of ELoLT in the research context. This proposed model may be an effective approach to provide supportive intervention to multilingual preschool learners with linguistic barriers to learning. In addition, initial stage intervention guidelines for the basic level ELoLT learner were offered in response to the needs of the specific community. These guidelines may provide a basis for the planning of intervention strategies to preschool teachers who were concerned about the education and future of multilingual preschool learners. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / Unrestricted

Rationale: The importance of well developed phonological awareness and the effect of poor phonological awareness skills on reading and spelling have long been recognised. However, a dearth of research exists regarding populations in multi-cultural, multi-lingual contexts both nationally and internationally. This issue is of particular importance in the South African context where many Black learners in the school setting have no other choice than English as the Language of Learning and Teaching (ELoLT). Aim: The purpose of the study was to explore the effect of a multi-cultural, multi-lingual context on the English phonological awareness skills of a group of Black Grade 4 learners in a primary school setting in South Africa. Method: An exploratory, descriptive and contextual research design was implemented, which incorporated both quantitative and qualitative paradigms. An assessment battery consisting of formal and informal assessments was used to determine levels of development. The researcher endeavoured to find statistical correlations between the participants' phonological awareness skills on the one hand, and their phonological abilities, their expressive and receptive language abilities, and their reading and spelling abilities in ELoLT on the other. Participants: Fifteen Black Grade 4 learners, each with a Black language as mother tongue, who attended a mainstream school where English was the language of learning and teaching (ELoLT), participated in the study. The participants' ages ranged between 9 years 11 months, and 10 years 11 months. Results: The participants’ phonological abilities in English as LoLT showed that 47% of the participants produced the target consonants with a consonant approximation, and vowel approximations were produced by all of the participants in single words. All fifteen the participants’ expressive and receptive language abilities in English as their LoLT, were on a below-average level and their expressive language abilities were more advanced than their receptive language abilities. All the participants evidenced problems in terms of their phonological awareness skills. Based on the results obtained for reading decoding abilities, only one third of the participants could be considered to be readers of an average standard. The reading comprehension abilities of all the participants were on a lower level than those of first language speakers of Standard South African English. Furthermore, the participants’ spelling abilities in English as LoLT were not age-appropriate. Even though no significant correlation could be determined between the participants’ reading comprehension and phonological awareness skills (due to the fact that memory probably played a role in their reading comprehension), it was statistically determined that their poor phonological awareness skills could be associated with their below-average phonological, receptive and expressive language, reading decoding, and spelling abilities. Conclusions: The results of this research have implications for the role of speech-language therapists in terms of collaboration, prevention, assessment, and intervention where the development of these learners' phonological awareness skills is concerned. Clinical implications focus on the dissemination of information, therapy planning, and EAL learner support. The need for further research in this field is emphasised. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / M (Communication Pathology) / Unrestricted

Die Herausgeber, die zugleich Ausrichter der 16. Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft „GMW 2011“ sind, freuen sich, den E-Learning-Akteuren aus dem deutschsprachigen Raum und den Nachbarländern im 20. Jahr des Bestehens der GMW als Fortsetzung eines bisher sehr fruchtbaren Dialoges diesen Sammelband, der in der Reihe „Medien in der Wissenschaft“ beim Waxmann Verlag erscheint, vorzulegen. Unter dem Motto „WissensGemeinschaften in Forschung und Lehre“ liegt ein besonderer Schwerpunkt auf der Verzahnung von E-Learning-Angeboten in der Ausbildung an der Universität mit solchen für allgemein- und berufsbildende Schulen. Dabei soll auch der didaktische Aspekt Beachtung finden. (... aus dem Vorwort)

Im Masterkurs „Sustainable Supply Chain Management“ wurde ein innovatives und vielschichtiges Seminar entwickelt. Es bietet Studierenden die besondere Herausforderung, Wissen durch eigene Forschung sowie in Teams und durch die Kooperation mit Partnern aus der Wirtschaft/der Industrie zu erlangen und dabei dieses Wissen mit kreativen Methoden zu systematisieren und weiter zu entwickeln, um am Ende eigene Ideen, Lösungen und Konzepte zu kreieren. Die Studierenden sind von Anfang an aktive Gestalter_innen der Unterrichtsinhalte, verfolgen das klare Lernziel, Resultate und Erkenntnisse aus der Forschung kreativ für Industriepartner aufzubereiten, und tragen dadurch zum Wissenstransfer bei.

This report begins with the presentation of "the state of the art" as well as the foreseen trend in the education system in Mozambique and analyses the present situation in the area utilizing media opportunities for teaching and/or learning. Basing on this analysis, the prevailing problems and the aims (this might need research) of the study shall then be identified and formulated (chapter 1 and 2). The necessity to carry out the study is grounded by the worldwide stormy developments utilizing modern information technology. These developments do also apply to Mozambique as the pre-studies show. A flashback on the history of teaching-/learning system as well as on present solutions utilizing new media and new information as well as communication technology shall be discussed in the third chapter. To this end, the study shall contribute to identify the lacking of previous concepts as well as to introduce an orientation as to the current world sustainable system. The software for training on the market at present show (without doubt) that they reflect developers' imaginations (knowingly or unknowingly) as to what learning and teaching actually is and how this process take place. Basing on this knowledge, it is worth to work out the starting point as to teaching-/learning methodology before working out a conception. In addition, it shall be made clear (in the course of analysis) that the dominating criterion for customizing a teaching-/learning system is that system or its form that has been realised. The contribution of this report, further, is to make the definition of the media more precise by adding new terminology that shall be discussed and viewed from different viewpoints. This shall in turn contribute to a clear and sound understanding of the media. In the past years, a series of different teaching and methodologies concepts on the design of computer-based teaching-/learning environment were developed and discussed. Among them is the so called "anchored instruction" of the cognition and Technology Group based at Vanderbilt University and the Cognitive Apprenticeship developed by Collins, Brown and their co-workers. This shall be dealt with in the fourth chapter. On that basis, and taking other factors into consideration, such as design, functionality, applications scenarios, boundary conditions as well as user backgrounds, a more effective teaching-/learning environment can be predicted and consequently a concrete design proposal can be derived. The guidelines strived as to the design of context-sensitive multimedia teaching and learning environment shall not only be treated intuitive, but implemented technically in a prototype. In so doing they can then be evaluated and adopted. The so evaluated guidelines and other relevant design proposals that can find use in other areas with respect to the demand of the study as a whole shall make the results of this report. The fifth chapter shall describe the development and evaluation of prototype-art "e-Aula" solutions basing on the developed and grounded conception. The conception constitutes of a hybrid solution in the form of training software that supports both freelance as well as classroom learning. This training technology solution is called teaching-/learning environment and it is being characterised through its feature that it embodies two system interfaces having functions (learning environment and teaching arrangement) that basically refer to the same data collection (media) that can be accessed by the in different ways. This function rates "e-Aula" at a relatively higher position in comparison with a number of learning systems. The sixth chapter shall then summarise the important findings of the report and recommend areas for further research. Appendix: e-Aula Suite 1.0 (1,26 MB) Usage: Referat Informationsvermittlung der SLUB / Mit der Arbeit wurde Ein Konzept für eine Hybridlösung in Form von Bildungssoftware entwickelt begründet und evaluiert, mit der sich einmal erzeugte digitale didaktische Medien sowohl für selbstständiges und unterrichtliches Lernen in sog. "Multimedia Learning Environments" als auch für das Lehren über sog. "Teaching Arrangements" nutzen lassen. Anlage: e-Aula Suite 1.0 (1,26 MB) Nutzung: Referat Informationsvermittlung der SLUB