"Teaching reading to girls and boys with different levels of ability and various backgrounds is a challenging task for any teacher to face. This task becomes even more difficult when the class is composed of pupils in two grades under the same teacher. The purpose of this experiment is to show the need for, and the benefits derived from, group instruction in teaching reading to a first and second grade, in the same room, under the same teacher"--Chapter 1. / Advisor: Robert C. Moon, Major Professor. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references.

Set in New Orleans, Louisiana, this qualitative dissertation study integrated case study, participatory, and ethnographic methods to examine how young Black girls curate joy, resist everyday violences, and promote well-being in their daily lives through the use of photography, Black girl literacies, and collective art making. Given that this country sits on a national inheritance of anti-Blackness and misogyny—both amplified during a global pandemic, Black girls have been implicated in these oppressive structures during precarious times. Contemporary and historical events have demonstrated the precarity of the lives of Black people, especially Black girls. As Kimberlé Crenshaw (2020) shared, “If we are ever truly to protect young Black women like Toying Salau or Breonna Taylor, we must first tell their stories.” This 6-month study inquired how young Black girls (ages 7-9 years old) become/are researchers of their own lives within the exacerbated social conditions of the pandemics of racism, sexism, COVID-19, and natural disasters. The participating Black girls generated content, art, and conversations from their lived experiences, much as Black people have been doing for their counter-narrative and truth telling. Scholars (Fontaine & Luttrell, 2015; Ghiso, 2016; Templeton, 2020) have documented the need for young children to find their voice to share their perspectives within the classroom space as well as examined the generative role of photography to foster inquiry among young children. This participatory study documented how three Black girls in early childhood education engaged with their artistic research through the use of disposable cameras and community art spaces during a time of multilayered and intersectional pandemics in their racial and gendered identities. The intent was for this study to be about and for the girls and their families and their city, with a potential consequence of adding/initiating conversations about the creative journeys needed/possible of remaking (early childhood) spaces for Black girls with Black girls and their families who are living and thriving in complex and unique ways in a society that makes it hard for them to live fully (or with ease) and thrive effortlessly. There were so many hard questions about identity posed to the girls during this study, and their articulations of themselves through words and art show how they are living the answers willfully and courageously.

Submitted in fulfillment of the requirements for the degree Doctor of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, South Africa, 2006. / The aim of this study was to investigate the effect of substance abuse by senior primary school learners on their development This was achieved via a literature study and an empirical study. In the light of the findings certain recommendations which can assist educators, principals, parents and the Department of Education to plan and take action in order to combat drug abuse and addiction amongst senior primary school learners, were formulated. Schools have always had and will always have significant influence on learners' lives and must therefore be the focus of any effective implementation of arresting strategies. The senior primary school community has in the past and to a certain extent in the present not treated the increasing use of drugs as a priority. This could possibly be because of the many types of legitimate drugs that are available, and which are said to cure, prevent or slow down-diseases and enable people to lead longer, healthier and happier lives. Antibiotics have improved the treatment of infections and vaccines have prevented the spread of diseases such as measles, while analgesics have lessened or eliminated pain. However, it should be the harmful and illegal drugs that parents and the community should be made aware of. Illegal and harmful drugs infiltrate all levels of society, asking no name, title or gender. They come in many names and forms and they will negatively impact on health, sanity, families and finally people's lives. The literature study found that substance abuse affected the physical, psychological (cognitive and affective), social and normative development of the senior primary school learner. For the purpose of the empirical investigation, a self-structured questionnaire for educators was utilized. The data obtained from the completed questionnaires was processed and analyzed by means of descriptive statistics. The findings

The present study investigated the basic question: Will preschool, kindergarten, and first grade students have a greater increase in knowledge of selected nutritional concepts as a result of viewing a puppet story than a similar composite will have when the same material is presented via dramatic storytelling?

The purpose of this study was (1) to investigate the changes in sociometric status that resulted when first grade children were taught some art or craft that they could teach to others in their class, (2) to note concomitant behavior changes as reported by their teachers and as noted by their experimenter, and (3) to compare the distribution and increase of decrease of votes received, votes given and mutual attractions in experimental groups with a control group.

The purpose of this study was twofold: (1) to read and analyze professional literature to determine criteria for an adequate social-studies program in an elementary grade, and (2) to evaluate a selected number of courses of study of large-city school systems and state departments of education to determine the extent to which they meet criteria.

No description available.

This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire. The study reveals that to a very large extent the HIV/AIDS and Life-skills Education Programme was implemented from Grades 4 to 7 in the primary schools. However, substantial improvements still need to be made in mobilising reading and financial resources. More training and the introduction of more participatory methodologies need to be stepped up for the children to realise more benefits from this life skills education programme. / Development Studies / M.A. (Development Studies)

Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners in Grade 3 cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3 teachers drawn from three primary schools. Three qualitative data collection instruments, namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First Additional Language as well as training of Curriculum Advisors. / Educational Management and Leadership / M. Ed. (Education Management)

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Management, Durban University of Technology, 2012. / The emphasis of geometry is of such significance that the current National Curriculum Statement has included the learning of two-and three-dimensional shape from grade R. However it is observed that teachers rely on textbooks for their knowledge of a dynamic topic such as nets of solids. Learners do not have an opportunity to explore the different orientations of solid shapes. Not many teachers use technology to assist their pedagogy. Quality processes in mathematics education emphasise the use of technology in teaching and learning. A study was performed using “Poly”, which is free open-source software for mathematics teaching and learning. This software was chosen because it was an easy to use application. It was able to show the different orientations of the solid shapes. Three-dimensional geometry can be explored using this software. The research is based on a social constructivist view of learning and the methodology used is a case study. The Piagetian and van Hiele stages of development will be the basis of the researcher’s investigation. Piaget’s theory is based on age development whilst van Hiele alludes to the different stages of geometrical development. A control group was compared to the experimental group consisting of 20 learners each. The research was conducted in KwaZulu-Natal and involved a teacher with a class of 40 learners. Qualitative and quantitative data were collected and were analysed. The data consisted of classroom observations and learner questionnaires and interviews. The findings of this study affirm that the use of technology in the teaching of geometry can enhance conceptual understanding. Classroom management breaks from routine while using Poly. Poly has the potential to improve learners' educational experiences; it can enable the effective application of constructive, cognitive and collaborative models of learning. Poly is not just a mathematical tool but also a tool for thinking and helping to enhance learners’ learning. It can serve as a vehicle for helping learners to foster fundamental geometrical concepts. The assessment of the use of computers in mathematics by the learners of the experimental classes indicates that application of computers enables increasing the interest of the learners in mathematics and introduces more variety to the studies, making them more enjoyable and interesting. / National Research Foundation