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Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education districtGobingca, Zameka January 2013 (has links)
The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
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Náměty na exkurze v předmětu Praktické činnosti na 1. stupni ZŠ / Ideas for Excursions in the Practical Activities Subject in Primary SchoolVOKURKOVÁ, Vlasta January 2015 (has links)
This thesis focuses on excursions in the subject for Practical Activities in Primary School and presents a number of possible destinations. The theoretical part focuses on the developement of independant thinking in pupils, theory of teaching with a focus on constructivism and the explanation of key terms: technical thinking, technical skills, creativity in general, and technical creativity. Further, the current modus operandi of subjects focussed on technical developement in the Framework Educational Programme for Elementary Education, using excursions as a form of teaching and including activating methods aplicable in excursions, is described. The pracital part presents fifteen possible excursions with follow-up lessons. The efficacy and functionality of these was tested using questionaires filled out by practitioning teachers in elementary education. Additionally, two of the presented excursions were realized in third grade classes.
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Výuka fyziky a tvořivost / Education of Physics and CreativenessHYNKOVÁ, Eva January 2014 (has links)
The focus of this diploma thesis is physics and its role and importance in the education process. This thesis explores the physics teaching and displays different methods which might have an influence on physics teaching. Attention was paid to creativity, its use, the process of conscious development of creativity and the role it can play in physics teaching. In conclusion an example of my own ideas that I have been using for physics teaching and an experiment involving methods aimed at fostering creativity of students. The aim of this experiment was to verify the assumption whether the teacher's creative approach can make physics activities of their students more meaningful and whether a creative approach to physics teaching can motivate students to be more interested in the study of physics.
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Aktivizující metody ve výuce zeměpisu: náměty pro výuku regionální geografie v 7. ročníku ZŠLEŽÁKOVÁ, Lucie January 2016 (has links)
The main aim of this thesis is to create educational material for teaching of regional geography in the 7th year of primary school. The thesis uses a variety of activating methods. Teaching activities have three main themes - Tribes, Globalization and Colonialism. The thesis contains also a methodological guide for teachers that includes instructions, utilities, benefits and other information that will help teachers with the application of these materials in the teaching of geography. The author of all processed according to existing curricula in force in the Czech Republic, especially FEP and SEP of five primary schools.
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Pojetí regionálních dějin ve výuce dějepisu na středních školách ve městě Příbram / The concept of regional history in history teaching in secondary schools in the town of PribramBLAŽKOVÁ, Hana January 2011 (has links)
The diploma work is focused on the conception of regional history teaching in the city of Příbram. It brings an up-to-date view on regional history seen through didactis and tries to show contemporary condition in the regional historical research. The whole work is divided into three big parts. The first one is aimed on the term region, on its meaning and understanding. Further it maps significant regional historians and researchers, it briefly draws near their work and makes us familiar with important personalities of Příbram regional research. It also deals with the history of the town Příbram and its closest surroundings. Data obtained from an empirical research, which was taken at seven high schools in Příbram where history as a subject is taught in final exams branches classes, are elaborated in the second part of the work. The found out facts about the state of regional history in history teaching are then compared with the former aims and hypothesis. The third part is focused on certain methodical possibilities of taking advantage of regional history in history teaching at high schools. Two proposals for project teaching methods which might be used in lectures by the teachers are presented.
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Francouzský jazyk v českém výukovém prostředí v letech 1847-1948 / French Language within the Czech Education Environment 1847-1948Prošková, Alena January 2014 (has links)
v anglickém jazyce: FRENCH LANGUAGE WITHIN THE CZECH EDUCATION ENVIRONMENT 1847 -1948 The objective of this dissertation thesis is to analyse the position of French language as a regular school subject taught in the Czech education environment, with focus on the era of the years 1847 - 1948. This interval was chosen intentionally to demonstrate the development and transformation of the position of French language, from the time it appeared in school curriculum as an obligatory subject, through the golden age of Francophony in the interwar Czechoslovakia of the 1930s, up until the year 1948 when the structure of taught foreign languages changed and French language lost its significant position due to the changes in political regime and the post-February policy of the Communist Party of Czechoslovakia. The thesis is divided into three theoretical sections which represent different points of view on period French language teaching. The initial section includes characteristics of the Czech education environment with regard to the specific types of public schools where it was taught, as well as references to the most significant education reforms which were shaping the school system during the period concerned. The aim of the opening section is to answer the question of where and under which...
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The role of adult basic education and training programmes in the development of rural black women in the Omusati region in NamibiaNambinga, Selma Tilomalenga 11 1900 (has links)
The study aimed at investigating the role played by ABET programmes in the development of rural black women in the Omusati Region. The study was to determine whether the ABET programmes that are provided in the area are offering relevant education that helps the women of the area in their development.
The research findings indicated that the ABET programmes offered are not providing the relevant skills needed to develop the women participants. The programmes that are offered concentrate on literacy and numeracy, and it seem not to be very effective in making a difference to the women's lives. Women needs skills that can help them generate income to improve their living conditions. The study, in summary, established that the programmes offered by the ABET centres would be more effective if skills training is included to uplift and improve the lives of the participants on a social, economical as well as educational level. / Agriculture, Animal Health and Human Ecology / M. Tech. (Human Resource Development)
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An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schoolsMoyo, Innocent 05 1900 (has links)
Constructivist teaching strategies are undeniably accepted as effective in achieving the desired
educational goals of constructing knowledge through active and creative inquiry. Inasmuch as
teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves
in a situation where they are forced not to use them. This study investigated the factors that impacted
on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools.
Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel
mixed methods design was employed in the study to produce both quantitative and qualitative data.
The data were therefore analysed both quantitatively and qualitatively. It was found that the
participating mathematics teachers had an understanding of constructivist theories of teaching and that
they perceived their classroom environments to be constructivist in character. The study also found
that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and
competencies to handle a curriculum that they felt was handed down to them without their full
involvement at all the stages of its development. Learners’ family backgrounds were also identified as
a major social factor that impacted negatively against selection of constructivist strategies. Based on
these findings, recommendations were made on how constructivist views can be realised in the
teaching of mathematics in South African schools. / Mathematics Education / M. Ed. (Mathematics Education)
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The influence of second language instruction on the performance of Zulu children in Indian schoolsMoonsamy, Manormoney 11 1900 (has links)
The primary aim ·of this investigation was to determine the
influence of English second language instruction and English
proficiency on the performance of Zulu children at Indian
schools. A study into first and second language acquisition
was undertaken, including the theories of second language
acquisition.
The empirical investigation entailed the collection of data
through questionnaires. The null hypotheses were then tested
using the chi-square test. The research results show that the
academic performance of Black children at Indian schools is
influenced by English second language instruction and English
proficiency.. It is also evident that early exposure to the
English language has a tremendous influence on their
performance. Black children transferred from a mother tongue
medium school to an English medium school, during the junior
primary phase, are found to be at a disadvantage compared to
their English-speaking peers due to limited proficiency in the
language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)
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Veranderende opvattinge oor die aanvangsonderrig van lees en skryf / Changing perspectives on the beginning-teaching of reading and writingPrinsloo, Margareth Georgina 11 1900 (has links)
Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die
optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek
na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die
Jig daarvan van belang.
Faktore wat aanleiding gegee het tot veranderende opvattinge oar die
aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die
ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe
lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge.
Hierdie faktore het tot die verbesondering van die Sumeriese,
antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse
opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die
alfabetmetode, klankmetode, globale metode, gekombineerde metode en
eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke
gebruik vir die aanvangsonderrig van lees en skryf.
Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy
taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the
optimum realization of man's potential. Research into the changing perspectives
which have led to the development of beginning-teaching of reading and writing
is therefore of great importance.
The following factors have led to changing perspectives: the development of an
alphabet, changing perspectives on the effective teaching of reading and writing
as well as political, economic and societal changes. These factors contributed to
the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch,
English and South African education practices. Various teaching methods inter
alia the alphabet, phonic, global, combined and eclectic methods have been
used in the aforementioned education practices for the beginning-teaching of
reading and writing.
Effective beginning teaching of reading and writing determines whether the
learner will be able to utilize his language skills in order to make a positive
contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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