This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

M.Ed. (Subject Didactics) / The ideal in education is that the curriculum provided (by the teacher) and the curriculum received (by the pupil), as originally drafted by the designers, should agree. However, there are indications that this ideal is often not achieved in the teaching of Mathematics, the reason being, inter alia, the backlog in the subject arising from inadequate knowledge as a result of misconceptions in regard to certain basic concepts. Misconceptions among pupils indicate that the shaping of understanding and mastering the concepts have been inadequate. It should be kept in mind that frame of reference and world view are peculiar to each pupil and will be utilized by him for interpreting and processing new concepts. It is therefore essential that the world view of the pupil should be investigated as being the factor which is probably basic to the problem of misconception. The point of departure is therefore that pupils have divergent world views, which invariably affect their understanding of Mathematics. Throughout the ages misconceptions were inextricably part of natural science in general and Mathematics in particular. During modern times, since the 1960s, Boyd has paved the way for reflection regarding misconceptions in natural scientific teaching by using the term "unfounded beliefs", and the attention was actively drawn to the problems surrounding misconceptions. Terms now mostly used as synonyms for misconceptions are conceptual framework, alternative frameworks, and alternative conceptions...

M.Ed. / Reading forms the basis of the literacy of an individual and also plays a significant part in his everyday activities. This fact forms the basis for this study. The child with a reading problem, will find it very difficult to realize his full potential. There is therefore need for concern that so many children develop reading problems during the transitional-period between the junior primary and senior primary phase in school. A large percentage of pupils in this transitional phase show significant signs of poor or insufficient rhythm which further accentuates the reading problem. As reading plays such an important part in the daily functioning of mankind, it is the absolute inalienable right of every child that a great diversity of means should be sought to rectify (or improve) this problem. To get to grips with this issue (or problem) a psychological and didactical study of literature on rhythm and reading has been followed. These phenomena were described against the background of the human environment to try and ascertain the relation between rhythm- and reading problems. In the light of the above mentioned literature study it was decided that empirical research of the problem was necessary. The aim was to ascertain whether a self-designed programme of rhythmical exercises by the writer could bring about a noticeable improvement in the reading level (word recognition, speed, reading of prose) of std. 2-pupils. In the event of such an improvement a further objective was to make specific recommendations for the incorporation of such a programme in the class-situation. An at random selection was made of 42 std. 2-pupils from 8 Afrikaans speaking schools. A reading test of three different sections, namely a formal graded reading test, a test to ascertain reading speed and an informal test for prose reading were used. Teachers were asked to identify pupils with reading problems. Further information was gleaned from the cumulative record cards of such pupils.

M.Ed. (Educational Psychology) / To improve teacher-parent partnerships, continuous communication between all individuals is essential. The most effective form of communication between parents and a teacher is the parent feedback meeting. Therefore, this study aims to understand the content and organisation of Trans-Disciplinary Team parent feedback conversations and its influence on the process of collaboration. This study was motivated due to the need to better understand Trans-Disciplinary Team parent feedback conversations. It also aims to contribute to the gap in literature, as it is essential that teachers, therapists and psychologists understand these interactions and the role it plays in collaboration in attempt to effectively address barriers to learning within a LSEN school context. As this is the study of the interactions of a Trans-Disciplinary Team parent feedback conversation, it follows an interpretivist qualitative paradigm within an ethnomethodological research design. This enabled me to provide a detailed report and discussion on data that was captured within its natural setting. It also provided insight into the social nature of the activity and ultimately into the actions of the participants. Data was collected through a video-recoding of an annual Transdisciplinary Team parent feedback conversation. A verbatim transcription of this recording was analysed. Content Analysis provided an extensive analysis of the transcription to identify the conversational topics of discussion. Conversation Analysis provided a more in-depth analysis of the participants‘ conversational interactions.

Afrikaans: Ontoereikende prestasie in wiskunde is ‘n verskynsel wat besonder algemeen voorkom en navorsers is dit eens dat die probleem veral by swart leerders kritieke afmetings aanneem. In die veranderende Suid-Afrika is een van die onderwysrealiteite dat 'n groot deel van die bevolking, vanweë verskeie faktore, steeds blootgestel word aan opvoedings- en omgewingsituasies wat nie bevorderlik is vir die optimale verwerkliking van die leerders se persoonsmoontlikhede nie, en tewens ook yan hierdie verwerklikingsgeleenthede weerhou. Die Tswanaleerders in die Mafikeng-area bevind hulle in ‘n opvoedingsituasie wat nie altyd vir optimale verwerkliking van hul persoonsmoontlikhede bevorderlik is nie. Een moontlike uitkoms van hierdie situasie is dan ook ontoereikende prestasie in wiskunde. Daar is veral gefokus op die taalaspek, waar die Tswanaleerders eendersyds probleme ondervind met die 'taal' van wiskunde, en andersyds dat hulle nie in hul moedertaal nie, maar wet in Engels onderrig word. Die doeI van hierdie studie is onder meer die verkenning van die Tswanaleerder in die Mafikeng-area se ontoereikende prestasie in wiskunde. Dit is gedoen deur die inskakeling van ‘n Diagnostiese Toets en ‘n Leerdersvraelys. Die kognitiewe en affektiewe fasette van die Tswanaleerder se prestasie in wiskunde is gemeet. Deur middel van assessering en evaluering is die huidige stand van die Tswanaleerder se prestasie in wiskunde onder die vergrootglas geplaas. 'n Remediëringstrategie wat spesifiek gerig is op die Tswanaleerder in die Mafikeng-area is saamgestel. Hierdie remediëringstrategie fokus op assessering en evaluering, deur gebruik te maak van die Diagnostiese Toets (Mafikeng-area) en die Leerdersvraelys. Daar is ook aangetoon in welke mate 'n wiskundeportefeulje in sodanige remedieringstrategie ingeskakel kan word. 'n Kontrolelys aan die hand waarvan wiskundefoute by die Tswanaleerder in die Mafikeng-area moontlik geidentifiseer kan word, is ook verskaf. 'n Bespreking van die diagnostiese ontleding van 'n Graad 4-groep se prestasie in die Diagnostiese Toets (Mafikeng-area) is ter iIIustrasie verskaf. Die voorgestelde remediëringstrategie is 'n potensiele hulpmiddel vir onderwysers/esse van die Tswanasprekende leerders in die Mafikeng-area om probleemareas in wiskunde te identifiseer en te hanteer. English: Inadequate achievement in mathematics frequently occurs especially amongst black learners where the problem is becoming critical. In a changing South Africa one of the realities in education is that a large part of the population, on account of various factors, is still being exposed to educational and environmental situations that do not promote the optimal realisation of the learners' personal potential, and also inhibit actualisation opportunities. The Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. Special attention was given to the language factor according to which learners experience problems with mathematical language on the one hand, and on the other, the problem that the learners are not being taught in their mother-tongue, but in English. The aim of this study is, inter alia, the exploration of the Tswana learner's inadequate achievement in mathemactis in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner's Questionnaire. The cognitive and affective facets of the Tswana learner's achievement in mathematics was measured. The present state of the Tswana learners' achievement in mathematics was determined through assessment and evaluation. A remedial strategy specifically aimed at the Tswana learner in the Mafikeng area was devised. This strategy focused on assessment and evaluation by making use of the Diagnostic Test (Mafikeng area) and the Learner's Questionnaire. The relevant research also indicated to what extent a mathematics portfolio could be incorporated into such a remedial strategy. A check list according to which mathematical errors in the case of the Tswana learners in the Mafikeng area could possibly be identified was also compiled. A discussion of the diagnostic analysis of a Grade 4 group's achievement in the Diagnostic Test (Mafikeng area) is provided by way of illustration. The proposed remedial strategy is a potential aid for teachers of Tswana-speaking learners in the Mafikeng area to identify and deal with problem areas in mathematics. / Dissertation (MEd)--University of Pretoria, 2006. / Curriculum Studies / unrestricted

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