L’étude des élèves en situation scolaire difficile dans les classes dominantes nous permet un autre éclairage quant à la construction de l’idée d’échec. Les enfants issus de milieux très favorisés bénéficient d’un cumul de capitaux leur assurant théoriquement la reproduction de leur posture et de leur niveau social. Cependant on observe au sein même de ces classes des situations d’échec non négligeables. À travers une recherche ethnographique dans des établissements scolaires privés sous contrat très favorisés de Bordeaux et d’une immersion ethnographique dans les classes dominantes, ce travail décrit les modes de construction sociale de l’idée même d’échec dans ces classes ainsi que des formes de rattrapage des « repris de justesse ».La thèse montre à quel point les établissements scolaires d’excellence créent eux-mêmes de l’échec dans ces classes sociales. L’étude des normes d’excellence et des distances à celles-ci, montre à quel point une culture d’établissement trop forte et tournée exclusivement vers les codes des classes favorisées est créatrice d’échec pour les plus éloignés de ces normes et des règles théoriquement inhérentes aux classes supérieures. L’étude montre également comment par la quotidienneté, des établissements se mettent au service d’une classe entière afin de récupérer ces « repris de justesse » et leur assurer la perpétuation attendue. Loin d’une attitude rationnelle de rupture volontaire avec les codes de leur classe, ces élèves en situation d’échec sont les produits des structures même des classes dominantes et des établissements scolaires qui les accueillent. / The study of students from the upper classes in difficulty at school offers a different perspective on the idea of failure. Children from very advantaged backgrounds benefit from a variety of assets, which, in theory, guarantee their position and social status. Within these classes, however, significant situations of failure can be observed.Through ethnographic research in Bordeaux's private schools under contract, and ethnographic immersion in the dominant classes, this work describes the types of social constructions of the idea of failure in these classes and forms of remedial for children of ruling classes in failure.This thesis shows how elite schools themselves create a kind of failure in their social classes. The study of the gap between actual performance and the expected standards of excellence in highly respected institutions shows how a strong school culture which exclusively adheres to the codes of the privileged classes could lead to school failure even in children far removed from the rules and values of the upper classes. The study also shows how institutions are at the service of an entire class to retrieve their own children from failure and ensure the perpetuation expected. Far from a rational attitude of deliberately breaking away from the codes of their class, these failing students are the product of the same structures of the dominant classes and schools that host them

This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated. The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities. To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups. The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points. It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.

For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using approaches other than logical or linguistic methods to assist these students. This thesis details some of the methods teachers and researchers are using. Most significant is a case study that explores the use of visuals in a basic writing classroom. The results of the case study and a survey instrument suggest that there is a niche for alternative methods and the use of visuals in the basic writing classroom.

The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers. As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.

Literature indicates that there is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due to the low levels of learners’ reading skills. The focus of this study is reading difficulties experienced by learners in the Foundation Phase in inclusive schools in Makapanstad. The researcher used a qualitative method for the study. The case study research design was adopted for the study. Three schools in Makapanstad were sampled for the study. Empirical investigation was conducted through literature study, observations, interviews and document analysis. There is a worldwide concern with regard to learners’ low reading levels. The study explores the extensive models, methods and theories on reading, the strategies that could be used to teach reading in the Foundation Phase to alleviate or improve reading difficulties experienced by learners, as well as the findings and recommendations towards minimising the reading difficulties in primary schools. / Inclusive Education / M. Ed. (Inclusive Education)

This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composition sequence for freshman college students. Paired courses were compared to the traditional model of 16-week semesters. This study was initiated due to low course completion rates of students taking a developmental course. The research reviewed indicated the challenges of developmental students and addressed possibilities regarding why students may not have finished courses. The literature review also offered research about course delivery. This study assessed whether or not pairing the two courses at the research location led to a higher course completion rate as compared to students taking the 2 courses in the traditional, separate 16-week semester.

Theme of thesis The system of remedial measures Abstract This master's thesis deals with the issue of correction systems and remedial measures based on them in the Czech legislation. The aim of this work was to describe individual aspects of the appeal, cassation and revision correction system on the current regulation. This thesis includes the characteristics of correction systems from a theoretical point of view and the application of the principles of correction systems in the Czech legal regulation of remedial measures. The master's thesis consists of seven chapters. The first chapter is a general introduction to the correction procedure. It explains the concept of a correction system and describes the general features according to which the individual systems are divided. The second chapter characterizes the individual correction systems. The chapter is divided into three parts. First, the appeal system is characterized, which is divided into the complete and incomplete appeal system, then the cassation system and finally the revision system. The third chapter is devoted to remedial measures in our legislation. Remedial measures are characterized and proceedings of individual remedial measures within the current legislation are further discussed. This chapter has two parts. The first one is about a...

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The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia. / Department of Psychology / M.A. (Psychology)