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The development of a reading culture in the Foundation Phase through comprehensive parent involvementLotter, Jeanne-Marie 17 May 2019 (has links)
This dissertation study, entitled ‘The development of a reading culture in the Foundation Phase through comprehensive parent involvement’, focused on the challenge of developing a reading culture in which a positive change takes place in the learners’ attitudes towards reading and in particular, towards reading for enjoyment, when parents are comprehensively involved in the process. The research is found to be relevant as many of the learners in the participating school showed little to no interest in reading for enjoyment and saw reading merely as a means of studying.
The methodology used in the study is qualitative in nature and included a literature review, case studies and semi-structured interviews. The results of the study showed that the implementation of a comprehensive parent involvement model has a positive impact on the creation of a reading culture. The learners were more inclined to read for enjoyment when their parents participated both in reading programmes and in fun reading activities at home. The learners and parents who actively participated in this study all indicated that they had a greater appreciation of reading for enjoyment after the implementation of the programme. Based on the study findings, recommendations were made for improvements to assist in the issue of creating a reading culture in schools. / Die studie getiteld ‘Die ontwikkeling van ‘n lees-kultuur in die Grondslagfase deur omvattende ouerbetrokkenheid’, het gefokus op die uitdaging om ‘n lees-kultuur te ontwikkel waar ‘n positiewe verandering in leerders se gevoel teenoor lees plaasvind, spesifiek lees vir genot, wanneer hulle ouers intensief betrokke is in die proses. Die navorsing is relevant aangesien baie van die leerders in die betrokke skool min tot geen belangstelling getoon het teenoor lees vir genot en het lees bloot as ‘n metode van studie beleef.
Die metodologie wat in die studie gebruik was was kwalitatief van aard en het ‘n literatuurstudie, gevallestudies en semi-gestruktureerde onderhoude ingesluit. Die resultate van die studie het getoon dat die implementering van ‘n omvattende ouer-betrokkenheid model ‘n positiewe impak op die ontwikkeling van ‘n lees-kultuur gehad het. Die leerders was meer geneig om vir genot te lees wanneer hulle ouers deelgeneem het aan die lees-program en aan die pret lees-aktiwiteite tuis. Die leerders en hulle ouers wat aktief deelgeneem het aan die studie, het almal aangedui dat hulle ‘n groter waardering vir lees vir genot gehad het na die implementering van die program. Voorstelle om te help met die ontwikkeling van ‘n lees-kultuur is gemaak wat gebaseer was op die bevindings van die studie. / Thuto, e nang le sehlooho se reng 'Ho nts'etsa pele setso sa ho bala ka Sekhahla sa Motheo ka ho kenyeletsa ho kopanyelletsa ha motsoali', ho lebisitse phephetso ea ho hlaolela setso sa ho bala moo phetoho e ntle e etsoang ka maikutlo a barupeluoa ho bala le ka ho khetheha, ho bala bakeng sa thabo, ha batsoali ba ikakhela ka setotsoana mosebetsing ona. Phuputso e fumanoa e le ea bohlokoa ha ba bangata ho baithuti sekolong se kenang sekolo ba sa bontše thahasello ho bala bakeng sa thabo 'me ba bona ho bala feela e le mokhoa oa ho ithuta.
Mokhoa o sebelisoang thuputsong ea lipatlisiso e ne e le mokhoa oa boleng bo botle 'me o kenyelelitse tlhahlobo ea lingoliloeng, lipatlisiso tsa liketsahalo le lipuisano tse sa tšoaneng. Liphello tsa phuputso li bontšitse hore ts'ebetso ea kakaretso ea ho kenya letsoho ho motsoali e na le tšusumetso e matla ho thehoa ha setso sa ho bala. Barupeluoa ba ne ba rata ho bala bakeng sa thabo ha batsoali ba bona ba ne ba kopanela ka bobeli mananeong a ho bala le mesebetsing e monate ea ho bala lapeng. Baithuti le batsoali ba ileng ba kenya letsoho thuputsong ena bohle ba bontšitse hore ba ananela haholo ho bala bakeng sa thabo ka mor'a kopo ea ts'ebetso. Ho itšetlehile ka liphuputso tsa lithuto, liphuputso li entsoe bakeng sa ntlafatso ea ho thusa tabeng ea ho theha setso sa ho bala likolong. / Educational Foundations / M. Ed. (Socio-Education)
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Riglyne vir 'n intervensieprogram vir leerders wat deur bendegeweld geteister word / Guidelines for an invention programme for learners who are afflicted by gang violenceJeffries, Victor Vincent 11 1900 (has links)
Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë
adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde
terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die
verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van
Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie
die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf.
Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word
bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle
sowel as die literatuur gekies word.
Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe
navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers
en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van
bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die
gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir
leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp
hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind
dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale
funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by
onderwysers en skoolhoofde veroorsaak.
Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese
riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in
bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the
early adolescent stage of development at gang-infested schools in the Western Cape in
order to identify therapeutic guidelines for learners who experience gang violence at
school. The phenomenon of gang violence was explored in the literature study. The bioecosystems
theory of Urie Bronfenbrenner was employed as the theoretical basis for the
study, which describes the reciprocal influence between humans and their environment.
Early adolescent trauma and three existing models for trauma counselling are discussed,
followed by the selection of a set of criteria for a trauma counselling model based on the
three models as well as the literature studied.
The empirical research was carried out through both quantitative and qualitative
research methodologies. A focus group discussion as well as interviews with educators
and principals were conducted in order to obtain in-depth information on their needs
after incidents of gang violence. Two in-depth interviews have been conducted with
professionals who are experts in the domain of gangs and gang related violence. This led
to the development of two questionnaires, one for learners and one for educators and
principals, to determine what type of support they need in terms of a trauma intervention
programme. The study found that gang violence severely affects learners’ academic
performance as well as their emotional and social functioning, while it creates feelings
of frustration and powerlessness among teachers and principals.
The study concludes by offering a range of recommendations for the formulation of
therapeutic guidelines for educators to address the effects of gang violence on learners
who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)
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Managing multi-grade teaching for optimal learning in Gauteng West primary schoolsTredoux, Marlise 01 1900 (has links)
The researcher investigated the management of multi-grade teaching for optimal
learning in Gauteng West primary schools. Ten participants, including school
principals, heads of departments and educators participated in individual and focus
group interviews and in observation of multi-grade classroom contexts. Findings
revealed that educators involved in multi-grade teaching feel overwhelmed by
challenging work conditions pertaining to large learner numbers and a lack of
adequate didactical resources. This is exacerbated by a lack of professional
development by means of tailor-made training for multi-grade teaching and the
presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in
a multi-grade teaching context. This leaves educators socially, emotionally and
professionally isolated. Recommendations include the involvement of seasoned
educators with expert knowledge and experience of multi-grade teaching to present
training sessions constituting advice and support to inexperienced educators involved
in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir
optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met
skoolhoofde, departementshoofde en opvoeders, is waarneming in
meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn
gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak.
Meergraadopvoeders voel hulle geensins opgewasse teen hierdie
werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die
veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn
meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle
maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word
aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig
onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)
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