Thesis (M.A. (Language (Education)) -- University of Limpopo, 2022 / The impact of the switch in LoLT between Grade 3 and 4 has been the subject of much research in South Africa which results in grade 4 low pass rate. What constitutes a problem is that during this transition from Sepedi to English as LOLT, most learners are linguistically not ready to make this leap (Heugh, 2006; Maswanganye, 2010). The change of the language of learning and teaching from Sepedi to English in Grade 4 is problematical because of the challenges in adjusting to the use of English as LOLT (Macdonald, 1990; Alexander, 2005; Heugh, 2006; Maswanganye, 2010). The purpose of this study was to investigate the impact of English First Additional Language on learners‟ academic performance in Grade 4 at a primary school. A qualitative research approach was adopted in this study due to the fact that this study was explanatory and descriptive in nature. This study used a qualitative case study research design and qualitative interpretive paradigm which allowed the researcher to gather information through observations and interviews. This study was guided by sociocultural theory developed by Vygotsky (1978) because it emphasizes that teachers can use strategies to create classroom conditions that foster learning by modeling, scaffolding and the development of the learners‟ zone of proximal development (ZPD). The study used inductive thematic data analysis method to analyse data collected from observation schedule and interviews. The findings showed that learners‟ hindrance concerning reading and writing in the English language is home based factors because of socioeconomic factors. This study shows that less teacher training also poses challenges to English reading development as they do not have sufficient knowledge on reading strategies to deal with the transition of grade 4 learners from Sepedi to English First Additional Language as a language of learning and teaching. The study recommends training of teachers on how to teach reading and implementation of additive or bilingualism for the subsequent language policy development in South African education system should be considered.

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Syftet med detta examensarbete är att undersöka vilka undervisningsmetoder som används av verksamma svensklärare i grundskolans klassrum för att utveckla elevernas läsförståelse i ämnet svenska men också hur och varför lärarna använder just dessa metoder. Denna undersökning bygger på svar inkomna från utskickade frågeformulär. Dessa frågeformulär bestod av tio frågor som besvarades av fyra verksamma lärare runt om i Sverige. Examensarbetet utgår från det sociokulturella perspektivet där diskussion och interaktion i par, samt stöttning, är centrala delar. Denna studies analysdel har använt en tematisk analys som resulterat i olika huvudteman. De tre huvudteman som behandlas är följande: cirkelmodellen, kooperativa strategier och stöttning. I dessa teman framkommer det att lärare använder sig av en mängd olika metoder i undervisningen med läsförståelse. Dessa metoder innehåller mycket elevaktiva övningar där eleverna gemensamt med läraren utvecklar sin läsförståelse inom ämnet svenska. I resultatet framkommer det även hur lärarna använder dessa metoder. / The purpose of this degree project is to investigate which teaching methods are used by Swedish teachers in primary school classrooms to develop the students' reading comprehension in the subject of Swedish, but also how and why the teachers use these particular methods. This survey is based on responses received from questionnaires sent out (see appendix 2). These questionnaires consisted of ten questions and were sent out to four active teachers around Sweden. The degree project is based on the socio-cultural perspective where discussion and interaction in pairs, as well as support, are central parts. The analysis part of this study has used a thematic analysis which resulted in different main themes. The main themes covered are the following: The circle model, Cooperative strategies and adaptations. In these themes, it appears that teachers use a variety of methods in teaching reading comprehension. These methods contain student-active exercises where the students develop their reading comprehension together with the teacher. The results section also shows how the teachers use these methods.

<p dir="ltr">Among the major row crops in the United States, corn and soybeans stand out due to their high nutritional value and economic importance. Achieving optimal yields is restrained by the challenge of fertilizer management. Many fields experience yield losses due to insufficient mineral nutrients like nitrogen (N), while excessive fertilization raises costs and environmental risks. The critical issue is the accurate determination of fertilizer quantity and timing, underscoring the need for precise, early-stage diagnostics. Emerging high-throughput plant phenotyping techniques, notably hyperspectral imaging (HSI), have been increasingly utilized to identify plant’s responses to abiotic or biotic stresses. Varieties of HSI systems have been developed, such as airborne imaging systems and indoor imaging stations. However, most of the current HSI systems’ signal quality is often compromised by various environmental factors. To address the issue, a handheld hyperspectral imager known as LeafSpec was recently developed at Purdue University and represents a breakthrough with its ability to scan corn or soybean leaves at exceptional spatial and spectral resolutions, improving plant phenotyping quality at reduced costs. Most of the current HSI data processing methods focus on spectral features but rarely consider spatially distributed information. Thus, the objective of this work was to develop a methodology utilizing spatial-spectral features for accurate and reliable diagnostics of crop N nutrient stress. The key innovations include the designing of spatial-spectral features based on the leaf venation structures and the feature mining method for predicting the plant nitrogen condition. First, a novel analysis method called the Natural Leaf Coordinate System (NLCS) was developed to reallocate leaf pixels and innovate the nutrient stress analysis using pixels’ relative locations to the venation structure. A new nitrogen prediction index for soybean plants called NLCS-N was developed, outperforming the conventional averaged vegetation index (Avg. NDVI) in distinguishing healthy plants from nitrogen-stressed plants with higher t-test p-values and predicting the plant nitrogen concentration (PNC) with higher R-squared values. In one of the test cases, the p-values and R-squared values were improved, respectively, from 2.1×10^-3 to 6.92×10^-12 and from 0.314 to 0.565 by Avg. NDVI and NLCS-N. Second, a corn leaf venation segmentation algorithm was developed to separate the venation structure from a corn leaf LeafSpec image, which was further used to generate 3930 spatial-spectral (S-S) features. While the S-S features could be the input variable to build a PNC prediction model, a feature selection mechanism was developed to improve the models’ accuracy in terms of reduced cross-validation errors. In one of the test cases, the cross-validation root mean squared errors were reduced compared with the leaf mean spectra from 0.273 to 0.127 using the selected features. Third, several novel spatial-spectral indexes for corn leaves were developed based on the color distributions at the venation level. The top-performing indexes were selected through a ranking system based on Cohen’s d values and the R-squared values, resulting in a best-performing S-S N prediction index with 0.861 R-squared values for predicting the corn PNC in a field assay. The discussion sections provided insights into how a robust PNC prediction index could be developed and related to plant science. The methodologies outlined offer a framework for broader applications in spatial-spectral analysis using leaf-level hyperspectral imagery, serving as a guide for scientists and researchers in customizing their future studies within this field.</p>

Le but de cette thèse est d'étudier les trois problèmes suivantes : 1) On s'intéresse à la stabilité des cônes normaux et des sous-différentiels via deux types de convergence d'ensembles et de fonctions : La convergence au sens de Mosco et celle d'Attouch-Wets. Les résultats obtenus peuvent être vus comme une extension du théorème d'Attouch aux fonctions non nécessairement convexes sur des espaces de Banach localement uniformément convexes. 2) Pour une bornologie β donnée sur un espace de Banach X, on étudie la validité de la formule suivante (…). Ici Tβ(C; x) et Tc(C; x) désignent le β -cône tangent et le cône tangent de Clarke à C en x. On montre que si, X x X est ∂β-« trusted » alors cette formule est valable pour tout ensemble fermé non vide C ⊂ X et x ∈ C. Cette classe d'espaces contient les espaces ayant une norme équivalent β-différentiable, etplus généralement les espaces possédant une fonction "bosse" lipschitzienne et β-différentiable). Comme conséquence, on obtient que pour la bornologie de Fréchet, cette formule caractérise les espaces d'Asplund. 3) On examine la convexité des ensembles de Chebyshev. Il est bien connu que, dans un espace normé réflexif ayant la propriété Kadec-Klee, tout ensemble de Chebyshev faiblement fermé est convexe. On démontre que la condition de faible fermeture peut être remplacée par la fermeture faible locale, c'est-à-dire pour tout x ∈ C il existe ∈ > 0 tel que C ∩ B(x, ε) est faiblement fermé. On montre aussi que la propriété Kadec-Klee n'est plus exigée lorsque l'ensemble de Chebyshev est représenté comme une union d'ensembles convexes fermés. / The aim of this thesis is to study the following three problems: 1) We are concerned with the behavior of normal cones and subdifferentials with respect to two types of convergence of sets and functions: Mosco and Attouch-Wets convergences. Our analysis is devoted to proximal, Fréchet, and Mordukhovich limiting normal cones and subdifferentials. The results obtained can be seen as extensions of Attouch theorem to the context of non-convex functions on locally uniformly convex Banach space. 2) For a given bornology β on a Banach space X we are interested in the validity of the following "lim inf" formula (…).Here Tβ(C; x) and Tc(C; x) denote the β-tangent cone and the Clarke tangent cone to C at x. We proved that it holds true for every closed set C ⊂ X and any x ∈ C, provided that the space X x X is ∂β-trusted. The trustworthiness includes spaces with an equivalent β-differentiable norm or more generally with a Lipschitz β-differentiable bump function. As a consequence, we show that for the Fréchet bornology, this "lim inf" formula characterizes in fact the Asplund property of X. 3) We investigate the convexity of Chebyshev sets. It is well known that in a smooth reflexive Banach space with the Kadec-Klee property every weakly closed Chebyshev subset is convex. We prove that the condition of the weak closedness can be replaced by the local weak closedness, that is, for any x ∈ C there is ∈ > 0 such that C ∩ B(x, ε) is weakly closed. We also prove that the Kadec-Klee property is not required when the Chebyshev set is represented by a finite union of closed convex sets.

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)