The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985

I. Introduction - The task of the school under the Children's Act is more comprehensive than that of the normal school. Apart from giving academic instruction, the school under the Children's Act provides physical care and attends to the socialization of the child. In many cases it is necessary to resocialise because the socialization process at home takes place inadequately and unsatisfactorily. The school must prepare the child in his totality so that after his school career, he may fit into society in the broadest sense. In other words, the school under the Children's Act has, apart from providing academic instruction, an important socio-pedagogic task with regard to the deprived child placed in its care for further education. 2. Definition of Problem - The problem examined in this investigation can be, formulated by means of two questions, namely: * Does the school under the Children's Act make a positive contribution to the socio-pedagogic development of the committed child? * Is the child, who leaves the said school after a comparatively long stay, better equipped for society than the child who under the same circumstances, was not committed? 3. Aims - This research aims: * to investigate and explain on an international scale the task of the school under the Children's Act, on the basis of existing literature; * to determine scientifically by means of objective testing, and retesting after one year, whether the school under the Children's Ad in South Africa, is contributing positively to the socialization of the committed child in its care. 4. Method of Investigation - Firstly, use was made of the method of a study of literature pertaining to this subject. A study was made of international as well as South African sources dealing with schools under the Children's Act and other associated subjects, such as the growth and development of these schools in South Africa, problems with regard to the socialization of the child under the Children's Act; the needs of the pedagogically neglected adolescent in the schools under the Act, and the socio-pedagogical aspect of education in these schools. Relevant factual material has been collected, arranged and annotated. Secondly, an empirical investigation limited to white, deprived children in seventeen of the eighteen schools under the Department of National Education has been undertaken. As test subjects, all pupils who were admitted between 15 November 1981 and 15 February 1982 to these schools, have been used. A battery of tests consisting of the Picture Motivation Test, the Interpersonal Relations Questionnaire and the IPAT Anxiety Scale, which are all standardised tests of the Human Sciences Research Council, have been used. Furthermore, a questionnaire (see Appendage B) has been used to acquire first hand factual material from the schools involved. Using the above-mentioned tests, pupils were tested on IS February 1982 and again 15 November of the same year in order to obtain comparative details. After the conclusion of the empirical investigation, the data was analysed and reviewed on the basis of facts from existing literature and personal criteria. The empirical details were statistically revised by the Statistic Consultation Service of the Potchefstroom University with the aid of a standard computer. With regard to the Picture Motivation Test and the Interpersonal Relations Questionnaire, the raw marks of each factor of the tests were converted to stanines, and of the IPAT Anxiety Scale into stens as the norm tables of the said tests provides respectively for stanines and stens. The same procedure was followed with the retesting so as to obtain comparative details. A difference of one on the stanine and sten scales was, for the aim of this study, considered significant when drawing conclusions. Differences on the stanine scale with regard to testing and retesting was, with the aid of the computer, obtained for each subtest of the Picture Motivation Test and the Interpersonal Relations Questionnaire. Similarly, differences on the sten scale for the !PAT Anxiety Scale were obtained. 5. Program of Investigation - The details obtained from existing literature as well as the results of the empirical investigation have been presented in chapter form. An explanation of the method of investigation followed during the research, is given in chapter one. In chapter six the method of research into the empirical investigation is given in detail. Chapter two contains an historical survey of the growth and development of schools under the Children's Act in South Africa since 1909. An explanation of problems concerning the socio-pedagogical development of the child before and after committal receives attention in chapter three, while the unique needs of the adolescent are discussed in chapter four. Chapter five deals with the school under the Children's Act as a socio-pedagogical maintenance institution. The academic as well as the extra-curricular program receives attention, and aspects which can contribute positively to the socialization of the child in need of care are suggested. In chapter seven the results of the empirical investigation arc given in table form with concise explanations of each table. 6. Growth and development of schools under the Children's Act since 1909 - The first school under the Children's Act (formerly called the industrial school) was established seventy-five years ago in Standerton. Originally it was little more than a haven for neglected and delinquent youths. The school was started in 1909 in an old military barracks used during the Anglo-Boer War and had an enrolment of six boys and one girl. Until 1917, schools under the Children's Act were administered by the Prisons Department. Discipline was very strict and there was little or no education as such. The Child Protection Act of 1937 contributed immensely towards improving the educational aspect of these schools. By 1917, when the administration of the schools was transferred to the Union Education Department, altogether four schools had been established. With an education department in control, the emphasis on education increased and decreased on discipline. The Children's Act of 1937 which was an outcome of the Inter-departmental Committee ( 1934-1937) introduced an entirely new approach to the education of the child in need of care. In 1946 psychological services were introduced into schools under the Children's Act. This was the beginning of psychological therapeutic services. After 1917 another fourteen schools, distributed throughout the four provinces, were built so that altogether there are to date eighteen schools under the Children's Act. Development with regard to improved syllabi, differentiated education, psychological services, special courses and specialised directions which, during the last decade, followed quickly on each other, have to-day made the school under the Children's Act an adequate and modern educational institution which aims at educating in total the child in need of care. 7. Problems in connection with socialization before and after committal - Socialization is the process whereby individuals learn to become viable members of the social group in which they move. It commences at birth and continues throughout a lifetime. The significance of the christian family as the unit of society cannot be overemphasized. The functions of the family with regard to socializing the child is essential in all socialization activities and educational functions of the school, the church and society in general. If these functions of the family are neglected, long-term damage will emerge later in the child's life. Values and norms acquired within the family relationship, later serve as guidelines for the child's behaviour and as a foundation for forming his own attitude to life which, as a young adult, will affect his adaption to society. There are various shortcomings in the family life and behaviour tendencies of the parents of children in need of care, which manifest themselves before committal and which later adversely influence the child's socialization in the school under the Children's Act. These are factors like the disintegration of the Family bonds, church estrangement, misuse of alcohol by the parents, broken homes, child neglect and an increasingly permissive society. The latter is strongly influenced by communism and liberalism. After admission to the school under the Children's Act, factors such as absconding, the smoking habit, separate schools for boys and girls, homosexual tendencies and early marriages among girls hinder both the process of resocialization of the pupil as well as the therapeutic program of the school in general. 8. The adolescent and his needs - Most pupils in schools under the Children's Act are adolescent as pupils under the age of twelve and over the age of eighteen are seldom admitted to the school. Adolescence is a period of important psychological changes in the life of a young person. It is often referred to as the period of emotional upheaval, as a result of unusual emotional instability so characteristic of this phase. Basically, the adolescent experiences the same needs as the young child, but because of his advanced intellectual capabilities, his physical maturity and his erratic behaviour he experiences these needs problematically. Social needs such as affiliation, acceptance, recognition, independence, a sense of responsibility and identification are of special importance to the adolescent, because it is during this period that he must find his niche among his equals as well as in society in general. Emotionally, the adolescent experiences intense needs which go hand in hand with emotional tension and anxiety while at the same time frustration, conflict and aggression further affect his adjustment. At a moral level, the adolescent must learn to adjust to the values and norms of society; his conscience asserts itself and guilt feelings serve as punishment when he reacts contrarily to the accepted norms. During adolescence, the young person strives to establish a self-identity and to develop a self-image while at the same time experiencing mental conflict and confusion. In conclusion, it is during this phase of his life that the adolescent begins to view critically the religious principles and faith which he as a child accepted without question. Especially when he communicates with friends who hold other religious values does he experience serious doubts and starts to search assiduously for truth and spiritual security. 9. The school under the Children's Act as socio-pedagogic institution As all pupils who are being educated in schools under the Children's Act are institution-bound, and arc physically cared for by the school (State), the school can be regarded as a complete community in miniature. It is the task of the school as a fully responsible maintenance institution to build a socializing bridge for the child between the parental home with a poor educational background, and the general community after school. The headmaster with his comprehensive task, teaching staff, administrative and hostel staff, form a heterogeneous team with a common aim, namely taking care of and educating the deprived child, and administering the school adequately. The ultimate aim of the school is to restore a deprived child in need of care to the community as a well-cared for, socially-adapted and morally-equipped youth. What the school offers, both intra-murally and extra-murally, is focussed on the socio-pedagogically deprived child's social independence after school. Great emphasis is placed on organised after-hour programs in sport, cultural activity and invigorating recreation as part of socio-pedagogical education. It is of extreme significance that this child should not only become involved in the affairs of the community, but also render service to it - this forms an integrate part of the eventual goal the school wishes to achieve. 10. Results of the Empirical Research Calculated by the Picture Motivation Test, the school under the Children's Act shows a success figure of 49,2% in the case of boys, and 51,8% for girls (compare table 7.12). According to the synopsis (table 7.35) the success figure of the school calculated by means of the Interpersonal Relations Questionnaire, is 53,5% for boys and 55% for girls. The IPAT Anxiety Level Scale shows that the school was well able to lower the general level of anxiety within one year in 74,8% boys and 73,7% girls. The negative percentage with regard to the IPAT Anxiety Level Scale was noticeably low, namely 8,1% in boys and 4,2% in girls. The over-all result of the test exercise shows that schools under the Children's Act have a success figure of 59,7% for boys and 60,1% for girls (see table 7.44). The significant similarity in all the readings of boys and girls is quite noteworthy. There is a difference of 2,7% in the negative, 1.8% in the neutral and 0,9% in the positive score of boys and girls. If the average score for the test group can be calculated in its entirety, the negative count is 20,4%, the neutral count 20% and the positive count 59,7%. The last figure percentage can therefore be regarded as the success figure of the school under the Children's Act, as determined by this research. This is in agreement with the general expectation of the heads of schools under the Children's Act and officials of the Department of National Education, as was established in interviews with those persons mentioned. (Sec end of list of sources). / Proefskrif (DEd)--PU vir CHO, 1984

Proefskrif--PU vir CHO

This thesis deals with a specific secondary school, the Potchefstroom Gymnasium, which is known as the oldest Afrikaans secondary school in the Transvaal. Potchefstroom Gymnasium originated in 1907 as a result of the Christian National ideal and through the years provided an unique contribution to Afrikaans children belonging to the Christian religion. Thus Potchefstroom Gymnasium is considered an exponent of the Christian National Education principle (CNE principle). The Christian National Education principle had its origin in the Bible and during the Reformation of the Church in the 16th and 17th centuries, the Reformed Church, (in the Netherlands) initiated the Protestant Christian way of life - which also pertained to the education as such. In 1652 Jan van Riebeeck brought the Calvinistic philosophy with him to the Cape and in 1838 with the Great Trek it was also extended to the Transvaal As a result of the Liberal humanistic influence of the British during and after the Anglo-Boer War (1899-1902) a Christian National Education movement (CNE movement) originated and CNE schools were founded. Teaching of the Christian Afrikaner children could consequently again be presented in accordance with the CNE principles. Due to political turbulence and lack of financial support, the CNE schools had a short duration and by the end of 1906 they had all either been closed or had become state schools. The need arose for Christian National Education in Potchefstroom and the Preparatory School was founded in 1907 as a Free Christian school and was part of the Reformed Theological School. In 1915 the Preparatory School, also due to lack of funds, became a primary school {of the state) with a secondary section which was called the Potchefstroom Gymnasium. In 1916 a beginning was made to teach certain school subjects through medium of Afrikaans and this school became the first to replace Dutch with Afrikaans as the medium of teaching. In 1918 the primary and secondary sections were separated to form two individual schools. The secondary school be retained its name of Potchefstroom Gymnasium. J J A Coetsee was the first permanent headmaster of the school from July 1908 until July 1938. Under him the school flourished and became a well-known Christian Afrikaans secondary school. From August 1938 to December 1965 W de K Kruger continued in the footsteps of his predecessor at the school where the principles of CNE teaching were taught. / Thesis (MEd)--PU vir CHO, 1983

Thesis (MEd)--PU vir CHO

1. Introduction - This is a brief account of the education of immigrants at schools within an industrial growth point in the R.S.A. It comprises problems encountered in schools locally, the education of immigrants in foreign countries generally and possible improvements in the education of immigrant children in the area researched. 2. Orientation and motivation - Since the establishment of the Department of Immigration in 1961 the ever increasing numbers of immigrants entering our schools have created various educational problems. Consequently requests for research into these problems were made to the Minister of National Education. The purpose of this study is to give an objective, systematic description of the didactic-pedagogic situation within 31 schools at which immigrants are enrolled. The areas concerned are the iron and steel, and petrochemical industrial areas of the Transvaal and the Orange Free State. This study was undertaken during 1971 - 72, referring back to 1961, and includes a universum of 17 608 children of whom 2 022 are immigrants. A sample of 300 •immigrants and a control group of 300 South Africans were taken from 17 schools. Further information was gained from official and non-official documents, interviews and direct observation. Research was done in the countries of origin Israel, the Federal Republic of Germany, Switzerland, France, Belgium, the Netherlands, England, the U.S.A. and Canada. Immigrant children are defined as follows for the purposes of this inquiry: Definition for statistical purposes: An immigrant child is a child of foreign parents who have legally immigrated into the R.S.A. intending to settle permanently and who qualify, or eventually may qualify for South African citizenship through naturalisation, or who have already obtained South African citizenship during the lifetime of the child. Definition for language teaching purposes: An immigrant who requires language instruction is: (1) a child whose mother tongue is English but who has no knowledge of Afrikaans as a second language; (2) a child whose mother tongue is neither Afrikaans nor English and who has no knowledge of either Afrikaans or English as a second language; (3) a child whose mother tongue is neither Afrikaans nor English but who has a knowledge of Afrikaans or English as a second language. These children are a potential source of linguistic problems in schools. If knowledge of the medium of instruction is taken as a criterion immigrants can be further defined as follows for the purpose of language teaching: An immigrant is a child who cannot read, write or speak the medium of instruction or the second language. Consequently this child becomes a potential source of linguistic problems in the medium of instruction and the second language. 3. Immigration in the R.S.A. - A survey of immigration in the R.S.A. is essential as it determines the extent of provision required for the education of immigrant pupils. Education is a most appropriate means of promoting successful integration. It can however be applied as a conservation mechanism for retaining the culture of the native land. The history of immigration in South Africa illustrates that education can bring about cultural changes. Where a policy of dispersal was followed as in the case of the French Huguenots they became integrated with the majority of the European population and education brought cultural changes. Many British and German settlers however retained their identity through group settlement and education in their national culture. Today immigration is necessary. European labour is required if an economic growth rate of 5 1/2% is to be maintained. It is also required for demographic, social and cultural reasons. The Department of Immigration was established in 1961 to promote immigration. This Department has delegated the function of immigrant integration to State subsidised private organizations, as well as the Department of National Education and the Provincial Education Departments. The influx of 40 000 immigrants from various European and other countries yields 7 000 immigrant pupils annually. For socio-economic reasons immigrants tend to settle at industrial growth points, where this pattern of settlement influences education. 4. The education of immigrant children at an industrial growth point in the R.S.A. - Most immigrants within the specified terrain come from the over-populated heavy iron and steel industrial areas or impoverished agricultural areas of central and southern Europe and the United Kingdom. Refugees from eastern Europe also immigrate. For purposes of this research the immigrants are classified into three groups according to 1 the language of their country of origin, viz. English 34%, Continental Germanic 28% and Diverse 38%. According to the medium of instruction the language ratio of Afrikaans to English is 7 : 1 in the Transvaal schools, 9 : 1 in the schools of the O.F.S. and 9 : 1 in the research area. All the English speaking immigrants are compelled to take instruction through the medium of English as English is their home language. Parents of immigrant children who have no knowledge of either English or Afrikaans choose the medium of instruction artificially for their children. This results in English being the language of choice of 97% of the Diverse and 45% of the Continental-Germanic immigrants. Afrikaans is the medium of instruction for the rest of the children. Thus Afrikaans is the medium of instruction for 19% and English the medium of instruction for 81% of the universum of immigrants. The reasons for preference of English can not always be accounted for educationally. According to their medium of instruction the immigrant children are distributed in the public, private and nursery schools of the research area so that the number of immigrants in English medium schools is > 40%, in parallel medium schools 5 to 15% and in Afrikaans medium schools < 5%. Provision is made for concessions regarding the promotion of pupils and allocation of staff to schools with immigrant pupils. Owing to the large numbers of immigrants in English medium schools, special staff have been appointed mainly to English medium schools. Special teachers for immigrants have not been trained as such. The extra staff is responsible for extra language classes and special immigrant classes. The normal staff undertakes the teaching of immigrants in regular classes as many immigrants are also placed directly into classes to follow the regular curriculum. 5. Problems in the education of immigrant children - The dynamic problem in the education of immigrants is that they are strange to the education in the research area. The socio-cultural aim of education in the R.S.A. is to educate the child within the framework of the national culture. The basic requirement for this is a national milieu and continuity of education. The problem is that since 1961 the continuity of education has been impaired as a result of the ever increasing number of immigrant children who are unevenly distributed. Their alienation varies in the didactic-pedagogic situation according to the extent of their exposure to the cultures of their native land and that of South Africa. Consequently various degrees of alienation are distinguishable in immigrant pupils. With increasing age man loses the ability to become proficient in new languages and absorb different cultures, consequently change is progressively resisted. Educational continuity is of vast importance, the disturbance of which creates a problem as in the case of immigrants. The degree of alienation also varies according to age, length of stay, choice of medium of instruction, cultural deprivation, the volume and heterogeneity of immigrants, genetic strangeness, religious divergence, distribution or concentration of immi grants and the attitude of South Africans. Language and communication is ab initio the immigrants’ problem as language is the medium of instruction. Although thought and language originate separately, language is the vehicle of thought. The development of language is determined by the degree to which the child is understood. Consequently exposure to language is essential. Education through the medium of one of the official languages is essential in, introducing the child to the national culture. Because language medium is a prerequisite for dynamic educational progress, immigrant children in the process of learning should never stagnate while acquiring language proficiency. Immigrants experience a problem in that their oral means of communication is no longer effective after immigration, because their inner language and thoughts are still in their mother tongue. Hence their scholastic standard often exceeds their ability of expression in the new medium of instruction. Many immigrants who appear "dumb" have been affected by the break in the continuity of their education. Immigrants also often experience pronunciation problems and language confusion. Immigrant children are also expected to master both official languages concurrently. The accumulation of immigrants in English medium schools however leads to the formation of common language groups. Private mother tongue education and ghetto formation restrict physical and functional language contact with South Africans, which are essentials for educational adaptation. Attainment by immigrant children in the New South African Group Tests is mainly determined by their knowledge of the medium of instruction and of the South African culture. There appears to be a positive correlation between the immigrants’ intelligence on the one hand and their language development and degree of exposure to the South African culture in the course of time on the other hand. It is noteworthy that the test achievements of Continental-Germanic children show a greater degree of improvement than those of the English and Diverse immigrant children. A probable explanation for this phenomenon is that the Continental-Germanic children adapt themselves sooner and better to the South African culture than the English and Diverse groups. Similar results were obtained in England and the U.S.A. Children from southern European countries appear to have inferior educational potential. However intelligence tests are not culture free. The apparent inability of the Diverse immigrant children to acquire South African culture may also partially be due to a lack of exposure to the South African culture because of their accumulation in English medium schools, ghetto formation and group isolation. Compulsory education in the R.S.A. differs from that of the countries of origin and this 90ntributes towards the immigrant children’s divergence regarding scholastic niveau and school age. Immigrant children are unevenly distributed in schools in the research area. The ratio of immigrant children to South Africans is 1 : 35 and 1 : 45 in Afrikaans medium primary and secondary schools and 1 : 1 in English medium schools. According to this ratio immigrant children "disappear" in Afrikaans medium schools while they are a threat to the identity of English medium schools. In English medium schools 98% of the immigrant children in primary schools are concentrated in the junior primary phase. Where the ratio of immigrants to South Africans exceed 1 : 3 it limits the exposure of both immigrants and South Africans to the South African culture. This tendency promotes displacement of South African children. Unequal distribution also occurs in courses where the Diverse children tend to concentrate in the Std. VIII course and adaptation classes. Ethnic groups show a tendency to concentrate in schools, e.g. 62% of all Portuguese concentrate in one school. Causes of unequal distribution include preference of English as the medium of instruction, religion, ethnicentrism and cultural conflict, the settlement pattern of immigrants and displacement of the receiving society by aggressive immigration. Analysis of the population statistics of English medium schools in which immigrants concentrate indicates that displacement of South African pupils occurs when immigrants exceed 20% of the school population and when the ratio of South African to immigrant children becomes > 1 : 3. Notwithstanding the fact that less than 5% immigrants are found in the neighbouring Afrikaans medium schools, the enrolment in these schools shows a regressive tendency because Afrikaans children are displaced from the natural school zone because of immigrant group settlement. Consequently the enrolment in Afrikaans medium schools has had to be artificially supplemented by rezoning and busing. The consistent incidence of immigrants of a specific nationality leads to the establishment of their own private schools as a defensive measure in retaining their national culture. Academic achievements of immigrants show that they meet with more success in parallel medium schools, that the Continental-Germanic children achieve better results and that the greatest erosion takes place among Diverse immigrants. English immigrant children are poorly motivated. Academic achievements of immigrant children are positively related to vocabulary, length of domicile and adjustment. Language deficiency must be taken into consideration for promotion purposes for two to three years after immigration. Matriculation concessions have to be retained for Diverse children but not for English and Continental-Germanic children Cultural deprivation, irregular school attendance and poor motivation also result in poor achievement. There is a lack of suitable teaching methods, syllabi and teaching aids. Teachers have not received the necessary training for immigrant or cross-cultural education. Parents are not involved enough in the education of their children. 6. Education of immigrants elsewhere - Inter- and intra-continental migration causes thousands of immigrant children to attend schools in foreign countries. Excellent measures are taken for the elimination of immigrant alienation and for the conservation of the national character of education, religion, language and the autochthonous population in schools. Intensive research preceded these measures and the statistics of immigration were taken into consideration in the planning of education. The majority of immigrant countries have formulated policies which provide for inter alia the dispersal of immigrants limiting them to 20% per school, 5% per nationality per school and four to five per class. The necessary consideration is given to the religion of immigrants, but dispersal and education are regarded as sufficient safeguard for native mores, religion and culture. Immigrants are compelled to master the medium of instruction as a prerequisite for cultural integration. The official medium of instruction is compulsory in order to prevent the formation of foreign language groups. Immigrants are exempted from the second language and allowed to study their mother tongue as a subject. In cases where a foreign language is taken, the consolidation of the medium of instruction receives priority. Although private schools exist they are not regarded as desirable because of their curbing effect on integration. The grouping of immigrants in classes depends on their varying degrees of alienation and on how soon the continuity of education can be restored. Pre-school immigrant children attend nursery schools in order to promote mastery of the-medium of instruction. Reception centres are provided from where immigrants are directed to schools. Dispersal in ordinary classes9 flexible integration, promotion classes, intensive term and year classes are utilized. Adolescents are required to comply with the regulations regarding compulsory education in order to promote their social, cultural and economic integration. Remedial education is provided and teaching content adjusted and optimally utilized for transcultural teaching. Special methods of language teaching, for instance the audio- linguistic method - based on words and structures with the highest use frequency - are used to enable the immigrant pupils to master a functional vocabulary quickly. Various teaching aids are used, e.g. creation of realistic conditions in teaching, holiday projects and various audio-visual aids. Specially trained supernumerary teaching staff are appointed. Immigrant parents are also taught the new language in order to promote their economic value but also with a view to cultural integration. A marked deficiency in the education of immigrant pupils is encountered in countries where no research has been done on education of immigrants. In such countries the alienation of immigrant children is emphasised and prolonged by their isolation in "Ubergangklasse" and accumulation in ordinary classes. 7. Possible solutions to the problems in the education of immigrant children in the research area - In order to evaluate the education of immigrant pupils in the research area, criteria were formulated with due regard to the deficiencies of education in the research area, historical aspects of immigrant education and successful measures that have been taken abroad. Local immigrant teaching was subsequently evaluated by application of the formulated criteria, hence deficiencies and excellencies in local measures were revealed. The following proposals for the improvement of immigrant education in the research area were deduced: 7.1. Education and immigration should be co-ordinated for the "South Africanizing” of immigrant children and for the protection of the national character of education and national identity. This demands co-ordination concerning the extent of provision of education for immigrant children and the nature and extent of immigration. (a) Research should be done immediately concerning the factors underlying the alienation of immigrants and the factors determining the national character of education. (b) National education policy demands education with a broad national character. This implies elimination of alienation amongst immigrants and cultural integration with a view to ultimate citizenship. On the other hand it implies the protection of the national identity and the national character of education. South Africanization contains an inherent dualism rooted in the division of Whites into English speaking and Afrikaans speaking groups. For the purposes of this thesis South Africanization means identification with either the Afrikaans or English section of the community. (c) Protection of the national character demands that the volume and origin of immigrants should be controlled and that the assimilability o:f prospective immigrants should be carefully considered. Immigrants should be limited to 20% per school, four to five per class and 5% per nationality per school. Immigrants should attend the schools in the immediate vicinity of their homes. Zoning should be statistically planned to prevent excessive concentration of immigrants in certain schools, and in order to promote fraternization of immigrants with South African children guardian pupils• should be appointed. 7.2. Immigrant education should retain the Protestant heritage in South African education. Immigration should be limited when the prospective immigrants are of the Roman Catholic or Greek Orthodox faiths. Immigrants with permissive inclinations should be discouraged. Both immigrants and South Africans should receive guidance regarding clause 2(a) of Act no. 39 of 1967 in order to promote peaceful co-existence. 7.3. Immigrant education should preserve the traditional language relationship of the outochthonous European population. This entails reasonable limitation of the quota of English speaking immigrants. Immigrants should be carefully dispersed in order to maintain a ratio of English to Afrikaans pupils of 1 : 9 in the research area and schools of the O.F.S., and 3 : 7 in schools of the Transvaal. Continental-Germanic children should be canalized into the Afrikaans medium schools as Afrikaans is closely related to their language of origin. Diverse immigrants with no proficiency in English should also be enrolled in Afrikaans medium schools. Under no circumstances should State subsidies be available for private mother tongue schools. 7.4. Immigrant education should aim at proficiency in the second language only after knowledge of the medium of instruction has been consolidated. Immigrant pupils already fluent in the medium of instruction should receive intensive instruction in the second official language. 7.5. Education in public schools should be fully utilized for ensuring ultimate citizenship. Hence immigrants should attend only free public schools. Immigrants may receive instruction in their home language at the discretion of the principal where this is justified by enrolment. Immigrants should also be allowed to study their home language as a third language, and matriculation subject. 7.6. Immigrant pupils including adolescents should comply with the current regulations concerning compulsory education and attend school regularly. Transference of immigrant pupils to lower classes due to language deficiency should be prohibited and immigrants should be compelled to undergo reasonable military training. 7.7. The necessary educational guidance should be provided on admission and primary emphasis should be placed on the mastering of the medium of instruction. 7.8. Pre-primary education should be available for the preschool immigrant children not proficient in the medium of instruction. State aided and industrial nursery schools as well as créches should be provided. 7.9. Reception centres should be provided to obtain the maximum information regarding the potential and the scholastic background of immigrant pupils, and to direct them to specific schools. 7.10. Immigrant pupils should be placed in ordinary classes as soon as possible and pupils not proficient in either the medium of instruction or the second language should receive intensive tuition in the relevant language in special language classes. Those unacquainted with both official languages should be flexibly integrated. 7.11. Older immigrant pupils unacquainted with the medium of instruction and experiencing integration problems or those who are forced to master the medium of instruction in a very limited period before leaving school, should receive intensive language teaching in a term, trimester or year class. 7.12. In exceptional cases where the standard of education of immigrant pupils is markedly below that of their peers, special recovery classes of up to a year’s duration should be provided. It is also advisable to admit all immigrant; pupils who are over the age of 13 and who have not yet passed Std. 5 to the Practical Course and to apply flexible integration in their cases. 7.13. Suitable provision should be made for remedial teaching of immigrant pupils. 7.14. Vacation schools in rural areas, hostels and open air schools should be utilized to South Africanize immigrant pupils and South African pupils should receive guidance in order to equip them to promote integration of immigrant pupils. 7.15. Subject matter should also be chosen keeping in mind the South Africanization, integration and acquisition of South African culture of immigrant pupils. 7.16. Immigrant pupils’ knowledge of the medium of instruction should be taken into consideration in their evaluation. 7.17. The intensive language teaching should concentrate on the quick mastery of a high frequency, functional vocabulary. Audio-visual aids as well as the visual lingual method should be fully utilized. 7.18. The enrolment of pupils should be taken into consideration for staffing purposes. Where the number of immigrant pupils does not justify the appointment of a supernumerary teacher, immigrants should be grouped together in a centrally located school until the numbers are sufficient. Provision should be made for a language advisor and suitable staff at the reception centre. 7.19. Immigrant parents should be involved in the education of their children and master the language of instruction. / Thesis--PU vir CHO

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

1. Introduction - This is a brief account of the education of immigrants at schools within an industrial growth point in the R.S.A. It comprises problems encountered in schools locally, the education of immigrants in foreign countries generally and possible improvements in the education of immigrant children in the area researched. 2. Orientation and motivation - Since the establishment of the Department of Immigration in 1961 the ever increasing numbers of immigrants entering our schools have created various educational problems. Consequently requests for research into these problems were made to the Minister of National Education. The purpose of this study is to give an objective, systematic description of the didactic-pedagogic situation within 31 schools at which immigrants are enrolled. The areas concerned are the iron and steel, and petrochemical industrial areas of the Transvaal and the Orange Free State. This study was undertaken during 1971 - 72, referring back to 1961, and includes a universum of 17 608 children of whom 2 022 are immigrants. A sample of 300 •immigrants and a control group of 300 South Africans were taken from 17 schools. Further information was gained from official and non-official documents, interviews and direct observation. Research was done in the countries of origin Israel, the Federal Republic of Germany, Switzerland, France, Belgium, the Netherlands, England, the U.S.A. and Canada. Immigrant children are defined as follows for the purposes of this inquiry: Definition for statistical purposes: An immigrant child is a child of foreign parents who have legally immigrated into the R.S.A. intending to settle permanently and who qualify, or eventually may qualify for South African citizenship through naturalisation, or who have already obtained South African citizenship during the lifetime of the child. Definition for language teaching purposes: An immigrant who requires language instruction is: (1) a child whose mother tongue is English but who has no knowledge of Afrikaans as a second language; (2) a child whose mother tongue is neither Afrikaans nor English and who has no knowledge of either Afrikaans or English as a second language; (3) a child whose mother tongue is neither Afrikaans nor English but who has a knowledge of Afrikaans or English as a second language. These children are a potential source of linguistic problems in schools. If knowledge of the medium of instruction is taken as a criterion immigrants can be further defined as follows for the purpose of language teaching: An immigrant is a child who cannot read, write or speak the medium of instruction or the second language. Consequently this child becomes a potential source of linguistic problems in the medium of instruction and the second language. 3. Immigration in the R.S.A. - A survey of immigration in the R.S.A. is essential as it determines the extent of provision required for the education of immigrant pupils. Education is a most appropriate means of promoting successful integration. It can however be applied as a conservation mechanism for retaining the culture of the native land. The history of immigration in South Africa illustrates that education can bring about cultural changes. Where a policy of dispersal was followed as in the case of the French Huguenots they became integrated with the majority of the European population and education brought cultural changes. Many British and German settlers however retained their identity through group settlement and education in their national culture. Today immigration is necessary. European labour is required if an economic growth rate of 5 1/2% is to be maintained. It is also required for demographic, social and cultural reasons. The Department of Immigration was established in 1961 to promote immigration. This Department has delegated the function of immigrant integration to State subsidised private organizations, as well as the Department of National Education and the Provincial Education Departments. The influx of 40 000 immigrants from various European and other countries yields 7 000 immigrant pupils annually. For socio-economic reasons immigrants tend to settle at industrial growth points, where this pattern of settlement influences education. 4. The education of immigrant children at an industrial growth point in the R.S.A. - Most immigrants within the specified terrain come from the over-populated heavy iron and steel industrial areas or impoverished agricultural areas of central and southern Europe and the United Kingdom. Refugees from eastern Europe also immigrate. For purposes of this research the immigrants are classified into three groups according to 1 the language of their country of origin, viz. English 34%, Continental Germanic 28% and Diverse 38%. According to the medium of instruction the language ratio of Afrikaans to English is 7 : 1 in the Transvaal schools, 9 : 1 in the schools of the O.F.S. and 9 : 1 in the research area. All the English speaking immigrants are compelled to take instruction through the medium of English as English is their home language. Parents of immigrant children who have no knowledge of either English or Afrikaans choose the medium of instruction artificially for their children. This results in English being the language of choice of 97% of the Diverse and 45% of the Continental-Germanic immigrants. Afrikaans is the medium of instruction for the rest of the children. Thus Afrikaans is the medium of instruction for 19% and English the medium of instruction for 81% of the universum of immigrants. The reasons for preference of English can not always be accounted for educationally. According to their medium of instruction the immigrant children are distributed in the public, private and nursery schools of the research area so that the number of immigrants in English medium schools is > 40%, in parallel medium schools 5 to 15% and in Afrikaans medium schools < 5%. Provision is made for concessions regarding the promotion of pupils and allocation of staff to schools with immigrant pupils. Owing to the large numbers of immigrants in English medium schools, special staff have been appointed mainly to English medium schools. Special teachers for immigrants have not been trained as such. The extra staff is responsible for extra language classes and special immigrant classes. The normal staff undertakes the teaching of immigrants in regular classes as many immigrants are also placed directly into classes to follow the regular curriculum. 5. Problems in the education of immigrant children - The dynamic problem in the education of immigrants is that they are strange to the education in the research area. The socio-cultural aim of education in the R.S.A. is to educate the child within the framework of the national culture. The basic requirement for this is a national milieu and continuity of education. The problem is that since 1961 the continuity of education has been impaired as a result of the ever increasing number of immigrant children who are unevenly distributed. Their alienation varies in the didactic-pedagogic situation according to the extent of their exposure to the cultures of their native land and that of South Africa. Consequently various degrees of alienation are distinguishable in immigrant pupils. With increasing age man loses the ability to become proficient in new languages and absorb different cultures, consequently change is progressively resisted. Educational continuity is of vast importance, the disturbance of which creates a problem as in the case of immigrants. The degree of alienation also varies according to age, length of stay, choice of medium of instruction, cultural deprivation, the volume and heterogeneity of immigrants, genetic strangeness, religious divergence, distribution or concentration of immi grants and the attitude of South Africans. Language and communication is ab initio the immigrants’ problem as language is the medium of instruction. Although thought and language originate separately, language is the vehicle of thought. The development of language is determined by the degree to which the child is understood. Consequently exposure to language is essential. Education through the medium of one of the official languages is essential in, introducing the child to the national culture. Because language medium is a prerequisite for dynamic educational progress, immigrant children in the process of learning should never stagnate while acquiring language proficiency. Immigrants experience a problem in that their oral means of communication is no longer effective after immigration, because their inner language and thoughts are still in their mother tongue. Hence their scholastic standard often exceeds their ability of expression in the new medium of instruction. Many immigrants who appear "dumb" have been affected by the break in the continuity of their education. Immigrants also often experience pronunciation problems and language confusion. Immigrant children are also expected to master both official languages concurrently. The accumulation of immigrants in English medium schools however leads to the formation of common language groups. Private mother tongue education and ghetto formation restrict physical and functional language contact with South Africans, which are essentials for educational adaptation. Attainment by immigrant children in the New South African Group Tests is mainly determined by their knowledge of the medium of instruction and of the South African culture. There appears to be a positive correlation between the immigrants’ intelligence on the one hand and their language development and degree of exposure to the South African culture in the course of time on the other hand. It is noteworthy that the test achievements of Continental-Germanic children show a greater degree of improvement than those of the English and Diverse immigrant children. A probable explanation for this phenomenon is that the Continental-Germanic children adapt themselves sooner and better to the South African culture than the English and Diverse groups. Similar results were obtained in England and the U.S.A. Children from southern European countries appear to have inferior educational potential. However intelligence tests are not culture free. The apparent inability of the Diverse immigrant children to acquire South African culture may also partially be due to a lack of exposure to the South African culture because of their accumulation in English medium schools, ghetto formation and group isolation. Compulsory education in the R.S.A. differs from that of the countries of origin and this 90ntributes towards the immigrant children’s divergence regarding scholastic niveau and school age. Immigrant children are unevenly distributed in schools in the research area. The ratio of immigrant children to South Africans is 1 : 35 and 1 : 45 in Afrikaans medium primary and secondary schools and 1 : 1 in English medium schools. According to this ratio immigrant children "disappear" in Afrikaans medium schools while they are a threat to the identity of English medium schools. In English medium schools 98% of the immigrant children in primary schools are concentrated in the junior primary phase. Where the ratio of immigrants to South Africans exceed 1 : 3 it limits the exposure of both immigrants and South Africans to the South African culture. This tendency promotes displacement of South African children. Unequal distribution also occurs in courses where the Diverse children tend to concentrate in the Std. VIII course and adaptation classes. Ethnic groups show a tendency to concentrate in schools, e.g. 62% of all Portuguese concentrate in one school. Causes of unequal distribution include preference of English as the medium of instruction, religion, ethnicentrism and cultural conflict, the settlement pattern of immigrants and displacement of the receiving society by aggressive immigration. Analysis of the population statistics of English medium schools in which immigrants concentrate indicates that displacement of South African pupils occurs when immigrants exceed 20% of the school population and when the ratio of South African to immigrant children becomes > 1 : 3. Notwithstanding the fact that less than 5% immigrants are found in the neighbouring Afrikaans medium schools, the enrolment in these schools shows a regressive tendency because Afrikaans children are displaced from the natural school zone because of immigrant group settlement. Consequently the enrolment in Afrikaans medium schools has had to be artificially supplemented by rezoning and busing. The consistent incidence of immigrants of a specific nationality leads to the establishment of their own private schools as a defensive measure in retaining their national culture. Academic achievements of immigrants show that they meet with more success in parallel medium schools, that the Continental-Germanic children achieve better results and that the greatest erosion takes place among Diverse immigrants. English immigrant children are poorly motivated. Academic achievements of immigrant children are positively related to vocabulary, length of domicile and adjustment. Language deficiency must be taken into consideration for promotion purposes for two to three years after immigration. Matriculation concessions have to be retained for Diverse children but not for English and Continental-Germanic children Cultural deprivation, irregular school attendance and poor motivation also result in poor achievement. There is a lack of suitable teaching methods, syllabi and teaching aids. Teachers have not received the necessary training for immigrant or cross-cultural education. Parents are not involved enough in the education of their children. 6. Education of immigrants elsewhere - Inter- and intra-continental migration causes thousands of immigrant children to attend schools in foreign countries. Excellent measures are taken for the elimination of immigrant alienation and for the conservation of the national character of education, religion, language and the autochthonous population in schools. Intensive research preceded these measures and the statistics of immigration were taken into consideration in the planning of education. The majority of immigrant countries have formulated policies which provide for inter alia the dispersal of immigrants limiting them to 20% per school, 5% per nationality per school and four to five per class. The necessary consideration is given to the religion of immigrants, but dispersal and education are regarded as sufficient safeguard for native mores, religion and culture. Immigrants are compelled to master the medium of instruction as a prerequisite for cultural integration. The official medium of instruction is compulsory in order to prevent the formation of foreign language groups. Immigrants are exempted from the second language and allowed to study their mother tongue as a subject. In cases where a foreign language is taken, the consolidation of the medium of instruction receives priority. Although private schools exist they are not regarded as desirable because of their curbing effect on integration. The grouping of immigrants in classes depends on their varying degrees of alienation and on how soon the continuity of education can be restored. Pre-school immigrant children attend nursery schools in order to promote mastery of the-medium of instruction. Reception centres are provided from where immigrants are directed to schools. Dispersal in ordinary classes9 flexible integration, promotion classes, intensive term and year classes are utilized. Adolescents are required to comply with the regulations regarding compulsory education in order to promote their social, cultural and economic integration. Remedial education is provided and teaching content adjusted and optimally utilized for transcultural teaching. Special methods of language teaching, for instance the audio- linguistic method - based on words and structures with the highest use frequency - are used to enable the immigrant pupils to master a functional vocabulary quickly. Various teaching aids are used, e.g. creation of realistic conditions in teaching, holiday projects and various audio-visual aids. Specially trained supernumerary teaching staff are appointed. Immigrant parents are also taught the new language in order to promote their economic value but also with a view to cultural integration. A marked deficiency in the education of immigrant pupils is encountered in countries where no research has been done on education of immigrants. In such countries the alienation of immigrant children is emphasised and prolonged by their isolation in "Ubergangklasse" and accumulation in ordinary classes. 7. Possible solutions to the problems in the education of immigrant children in the research area - In order to evaluate the education of immigrant pupils in the research area, criteria were formulated with due regard to the deficiencies of education in the research area, historical aspects of immigrant education and successful measures that have been taken abroad. Local immigrant teaching was subsequently evaluated by application of the formulated criteria, hence deficiencies and excellencies in local measures were revealed. The following proposals for the improvement of immigrant education in the research area were deduced: 7.1. Education and immigration should be co-ordinated for the "South Africanizing” of immigrant children and for the protection of the national character of education and national identity. This demands co-ordination concerning the extent of provision of education for immigrant children and the nature and extent of immigration. (a) Research should be done immediately concerning the factors underlying the alienation of immigrants and the factors determining the national character of education. (b) National education policy demands education with a broad national character. This implies elimination of alienation amongst immigrants and cultural integration with a view to ultimate citizenship. On the other hand it implies the protection of the national identity and the national character of education. South Africanization contains an inherent dualism rooted in the division of Whites into English speaking and Afrikaans speaking groups. For the purposes of this thesis South Africanization means identification with either the Afrikaans or English section of the community. (c) Protection of the national character demands that the volume and origin of immigrants should be controlled and that the assimilability o:f prospective immigrants should be carefully considered. Immigrants should be limited to 20% per school, four to five per class and 5% per nationality per school. Immigrants should attend the schools in the immediate vicinity of their homes. Zoning should be statistically planned to prevent excessive concentration of immigrants in certain schools, and in order to promote fraternization of immigrants with South African children guardian pupils• should be appointed. 7.2. Immigrant education should retain the Protestant heritage in South African education. Immigration should be limited when the prospective immigrants are of the Roman Catholic or Greek Orthodox faiths. Immigrants with permissive inclinations should be discouraged. Both immigrants and South Africans should receive guidance regarding clause 2(a) of Act no. 39 of 1967 in order to promote peaceful co-existence. 7.3. Immigrant education should preserve the traditional language relationship of the outochthonous European population. This entails reasonable limitation of the quota of English speaking immigrants. Immigrants should be carefully dispersed in order to maintain a ratio of English to Afrikaans pupils of 1 : 9 in the research area and schools of the O.F.S., and 3 : 7 in schools of the Transvaal. Continental-Germanic children should be canalized into the Afrikaans medium schools as Afrikaans is closely related to their language of origin. Diverse immigrants with no proficiency in English should also be enrolled in Afrikaans medium schools. Under no circumstances should State subsidies be available for private mother tongue schools. 7.4. Immigrant education should aim at proficiency in the second language only after knowledge of the medium of instruction has been consolidated. Immigrant pupils already fluent in the medium of instruction should receive intensive instruction in the second official language. 7.5. Education in public schools should be fully utilized for ensuring ultimate citizenship. Hence immigrants should attend only free public schools. Immigrants may receive instruction in their home language at the discretion of the principal where this is justified by enrolment. Immigrants should also be allowed to study their home language as a third language, and matriculation subject. 7.6. Immigrant pupils including adolescents should comply with the current regulations concerning compulsory education and attend school regularly. Transference of immigrant pupils to lower classes due to language deficiency should be prohibited and immigrants should be compelled to undergo reasonable military training. 7.7. The necessary educational guidance should be provided on admission and primary emphasis should be placed on the mastering of the medium of instruction. 7.8. Pre-primary education should be available for the preschool immigrant children not proficient in the medium of instruction. State aided and industrial nursery schools as well as créches should be provided. 7.9. Reception centres should be provided to obtain the maximum information regarding the potential and the scholastic background of immigrant pupils, and to direct them to specific schools. 7.10. Immigrant pupils should be placed in ordinary classes as soon as possible and pupils not proficient in either the medium of instruction or the second language should receive intensive tuition in the relevant language in special language classes. Those unacquainted with both official languages should be flexibly integrated. 7.11. Older immigrant pupils unacquainted with the medium of instruction and experiencing integration problems or those who are forced to master the medium of instruction in a very limited period before leaving school, should receive intensive language teaching in a term, trimester or year class. 7.12. In exceptional cases where the standard of education of immigrant pupils is markedly below that of their peers, special recovery classes of up to a year’s duration should be provided. It is also advisable to admit all immigrant; pupils who are over the age of 13 and who have not yet passed Std. 5 to the Practical Course and to apply flexible integration in their cases. 7.13. Suitable provision should be made for remedial teaching of immigrant pupils. 7.14. Vacation schools in rural areas, hostels and open air schools should be utilized to South Africanize immigrant pupils and South African pupils should receive guidance in order to equip them to promote integration of immigrant pupils. 7.15. Subject matter should also be chosen keeping in mind the South Africanization, integration and acquisition of South African culture of immigrant pupils. 7.16. Immigrant pupils’ knowledge of the medium of instruction should be taken into consideration in their evaluation. 7.17. The intensive language teaching should concentrate on the quick mastery of a high frequency, functional vocabulary. Audio-visual aids as well as the visual lingual method should be fully utilized. 7.18. The enrolment of pupils should be taken into consideration for staffing purposes. Where the number of immigrant pupils does not justify the appointment of a supernumerary teacher, immigrants should be grouped together in a centrally located school until the numbers are sufficient. Provision should be made for a language advisor and suitable staff at the reception centre. 7.19. Immigrant parents should be involved in the education of their children and master the language of instruction. / Thesis--PU vir CHO

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989