Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

This is a survey dedicated to reveal, from literacy practices experienced by two, one director and two students, the History of Literacy in the primary school Governor of Clovis Salgado in the city Ituiutaba, Minas Gerais, in the period 1957-1971. Accordingly, we sought to elucidate the stories of five people who lived the experience of teaching classes in literacy and being literate in a period that was used only to alphabetize the primers. We use booklets, pamphlets, laws and acts that supported the study to be unveiled that the literacy practices and methods, plans and evaluations in the primary school Governor of Clovis Salgado in the city Ituiutaba. From the qualitative analysis of interviews and all the historical and biographical survey of practices in the primary school in question, observed that the initial hypothesis that the suave would have been used in the study period was overruled. We realize, however, that the primers used for literacy at this time were the Primer for Children and The Most Beautiful Stories. We also note that in the same school during the same period and with the same working conditions, the literacy primers and used different methods. The Global Method and syllabic method were perceived and understood as teaching methods from the particular experience of literacy, contrary to the instructions in the basic primary education which directed its proposal for the specific use of the Global Method. Oral history, as the research methodology was fundamental for this study because it is from the voices of their own literacy that build the history of literacy in primary school Governador Clovis Salgado in the period 1957-1971. We sought to identify those who have literacy to understand which representations and appropriations made by them during that period and try to build a part of the history of literacy in Ituiutaba. After research, we understand that teachers, throughout their lives, were formed as literacy. The results show that the practices are value-laden representations and that these professionals have built and built throughout his life. Thus, their practices go beyond the rules laid down by school and bodies responsible for education in Minas Gerais. / Esta é uma pesquisa dedicada a desvendar, a partir das práticas vivenciadas por duas alfabetizadoras, uma diretora e duas alunas, a História da Alfabetização no Grupo Escolar Governador Clóvis Salgado, do município de Ituiutaba, Minas Gerais, no período de 1957-1971. Neste estudo, buscamos elucidar as histórias de cinco pessoas que vivenciaram a experiência de ministrar aulas de alfabetização e ser alfabetizadas em num período em que se utilizavam somente as cartilhas para se alfabetizar. Valemo-nos de livretos, cartilhas, leis e atas que subsidiaram o estudo, a fim de que fossem desveladas práticas e métodos de alfabetização, planejamentos e avaliações realizadas no Grupo Escolar Governador Clóvis Salgado, no município de Ituiutaba. A partir da análise qualitativa das entrevistas e de todo o levantamento histórico e biográfico das práticas no Grupo Escolar em questão, observamos que a hipótese inicial de que a cartilha Caminho Suave teria sido utilizada no período em estudo foi contrariada. Percebemos, contudo, que as cartilhas utilizadas nessa época pelas alfabetizadoras foram Cartilha da Infância e As Mais Belas Histórias. Constatamos também que na mesma escola, durante o mesmo período e com as mesmas condições de trabalho, as alfabetizadoras utilizavam cartilhas e métodos diferenciados. O Método Global e o Método Silábico foram percebidos e compreendidos como métodos de ensino a partir da experiência particular das alfabetizadoras, contrariando as instruções do programa de ensino primário elementar que direcionava sua proposta para a utilização específica do Método Global. A história oral, como metodologia da pesquisa, foi fundamental para a realização deste estudo, pois é a partir das vozes das próprias alfabetizadoras que construímos a história da alfabetização no Grupo Escolar Governador Clóvis Salgado, no período de 1957-1971. Buscamos identificar quem foram essas alfabetizadoras para entender quais as representações e apropriações realizadas por elas, naquele período e tentamos construir uma parte da história da alfabetização em Ituiutaba. Após a pesquisa, compreendemos que as professoras, ao longo de suas vidas, foram se constituindo como alfabetizadoras. Os resultados revelam que as práticas são carregadas de valores e representações que essas profissionais construíram e constroem ao longo de toda a sua vida. Assim, suas práticas vão além das normas determinadas pela direção da escola e pelos órgãos responsáveis pela educação em Minas Gerais. / Doutor em Educação

Submitted by Sarah Helena Moya (moya.sarah@gmail.com) on 2012-09-03T01:28:02Z No. of bitstreams: 1 20120831 Dissertação Sarah Moya.pdf: 438276 bytes, checksum: 4f3ffa26ca7e793e571d9243882c9a79 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2012-09-03T12:55:46Z (GMT) No. of bitstreams: 1 20120831 Dissertação Sarah Moya.pdf: 438276 bytes, checksum: 4f3ffa26ca7e793e571d9243882c9a79 (MD5) / Made available in DSpace on 2012-09-03T13:07:25Z (GMT). No. of bitstreams: 1 20120831 Dissertação Sarah Moya.pdf: 438276 bytes, checksum: 4f3ffa26ca7e793e571d9243882c9a79 (MD5) Previous issue date: 2012-08-02 / This paper estimates the impact of hiring structured teaching methods on evolution and dispersion of performance of students in primary public schools of São Paulo State municipalities to evaluate whether the structured teaching methods, besides increasing the average performance of students in contracting municipalities, also provide homogenization of score of students in a higher level. To this end, we used data from 2005, 2007 and 2009 of Prova Brasil exam for Portuguese and Mathematics and the difference in differences estimation method with fixed effects for municipality. The results obtained showed that the structured teaching methods contribute to increase the average performance of municipalities, and that was not observed different benefit to students with higher or lower initial performance. About the effect of structured teaching methods in the standard deviation of scores, the results did not show sufficient robustness to allow us to affirm that the methods contribute to the homogenization of the performance. / Neste trabalho analisamos o efeito da contratação de sistemas de ensino para métodos estruturados sobre a evolução e dispersão do desempenho dos alunos das escolas públicas municipais do estado de São Paulo. O objetivo da análise é avaliar se os métodos estruturados de ensino, além de aumentar o desempenho médio dos alunos nos municípios contratantes, também servem com meio para homogeneizar a nota dos alunos em um nível mais elevado. Para este fim utilizamos os dados dos exames de português e matemática dos anos de 2005, 2007 e 2009 da Prova Brasil e, pelo método de estimação de diferenças em diferenças com, efeito fixo por município, avaliamos o incremento no desempenho médio e no desvio padrão do desempenho dos municípios devido à posse de contrato para método estruturado em relação àqueles que não o possuem. Os resultados obtidos revelaram que os métodos estruturados de ensino contribuem para o aumento do desempenho médio dos municípios, e que não foi observado benefício diferenciado a alunos com maior ou menor desempenho inicial. Sobre o efeito da contratação de sistemas de ensino sobre o desvio padrão do desempenho, os resultados não apresentaram robustez suficiente que nos permitissem afirmar que os métodos contribuem para a homogeneização do desempenho.

This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect data from the participants. The data were analysed by transcribing the focus group and semi-structured interviews; thereafter, the transcriptions were coded into themes and categories. The results of this study indicate that teachers and learners perceive that poor performance in Mathematics in Grade 9 is due to CAPS curriculum challenges, such as overloaded and advanced content, and insufficient time to complete the curriculum. Parental support, English (first additional language) as a language of learning and teaching, methods of teaching (such as the talk and chalk method), and learners' negative attitude towards Mathematics were also cited. From these findings, recommendations for revisiting the CAPS curriculum and other areas of need, as well as topics for future research were suggested. / Dinyakišišo tše di nyakišišitše ka ga maikutlo a barutiši le a baithuti ka ga dilo tšeo di bakago go se šome gabotse ka thutong ya Dipalo gareng ga baithuti ba Kreiti ya 9 ka Sedikothutong sa Ethusini ka Durban ka Phrobentsheng ya KwaZulu-Natal. Ka go šomiša mokgwa wa dinyakišišo wa fenomenokrafiki, sampole ya baithuti ba 15 ba Kreiti ya 9 bao ba ithutelago Dipalo, morutiši o tee wa Dipalo ka go Kreiti ya 9 le morutiši o tee yo e lego hlogo ya lefapha la Dipalo o kgethilwe ka maikemišetšo go tšwa dikolong tše di phagamego tše tharo ka Sedikothutong sa Ethusini. Dikolo tše tharo tše ke sekolo se tee seo se bego se le sa motlolo wa C, se tee sa tlwaelo sa mmušo le se tee ke sekolo sa phraebete. Sehlopha seo se nepišitšwego le dipoledišano tša dipotšišo tšeo di beakantšwego peleng di šomišitšwe go kgoboketša tshedimošo go tšwa go bakgathatema. Tshedimošo e sekasekilwe ka go ngwalolla dipoledišano tša dipotšišo tša sehlopha seo se nepišitšwego le tšeo di beakantšwego peleng; ka morago ga fao, dingwalollo tše di filwe dikhoutu go ya ka merero le magoro a tšona. Dipoelo tša dinyakišišo tše di laetša barutiši le baithuti ba bona gore go se šome gabotse ga baithuti ka thutong ya Dipalo ka go Kreiti ya 9 ke ka lebaka la ditlhohlo tša lenaneothuto la Setatamente sa Melawana ya Tekolo ya Lenaneothuto (CAPS), go swana le diteng tša thuto tšeo di tletšego kudu le tšeo di gatetšego pele kudu, le nako ye e sego ya lekana ya go fetša lenaneothuto. Thekgo ya batswadi, Seisemane (polelo ya gae ya tlaleletšo) bjalo ka polelo ya go ithuta le ya go ruta, mekgwa ya go ruta (ya go swana le mokgwa wa go bolela le go ngwala ka tšhooko letlapeng), le maikutlo ao a sego a loka a baithuti go Dipalo le tšona di filwe bjalo ka dilo tšeo di bakago se. Go dikutollo tše, ditšhišinyo tša go etela leswa lenaneothuto la CAPS le makala a mangwe ao o hlokago šedi, gammogo le dihlogotaba tša dinyakišišo tša ka moso le tšona di ile tša šišinywa. / Lolu cwaningo luphenye imibono yothisha kanye neyabafundi yezimbangela zokungasebenzi kahle esifundweni seziBalo kubafundi beBanga le-9 kuSekhethi yase-Ethusini eThekweni esifundazweni saKwaZulu-Natali. Ngokusebenzisa isakhiwo sokucwaninga esisezingeni eliphezulu, isampula yabafundi abayi -15 beBanga le-9 abathatha iziBalo, uthisha oyedwa weBanga le-9 kanye nomphathi oyodwa womnyango weziBalo bakhethwa ngenhloso ezikoleni ezintathu eziphezulu kuSekhethi yase-Ethusini. Lezi zikole ezintathu esisodwa semodeli C, esisodwa sikahulumeni ojwayelekile kanye nesisodwa isikole esizimele. Iqembu lokugxila kanye nezingxoxo ezihlelwe kahle zisetshenzisiwe ukuqoqa imininingwane evela kubahlanganyeli. Imininingwane yahlaziywa ngokubhalwa kweqembu okugxilwe kulo kanye nezingxoxo ezihlelwe kahle; emva kwalokho, imibhalo ivezwe ngendlela engaqondile ezindikimbeni nasezigabeni. Imiphumela yalolu cwaningo ikhombisa ukuthi othisha kanye nabafundi babona ukuthi ukungasebenzi kahle esifundweni seziBalo kuBanga lesi-9 kungenxa yezinselela yezifundo ezibandakanya isifundo esifundwayo seCAPS, njengokuqukethwe okugcwele kakhulu nokuthuthukile, kanye nesikhathi esinganele sokuphothula izifundo ezibandakanya isifundo esifundwayo. Ukusekelwa kwabazali, isiNgisi (ulimi lokuqala olwengeziwe) njengolimi lokufunda nokufundisa, izindlela zokufundisa (njengeyokufundisa lapho uthisha ebhala ebhodini), kanye nesimo sengqondo esingesihle sabafundi maqondana neziBalo nakho kuveziwe. Ukusuka kulokhu okutholakele, kuphakanyiswe ukuphinda kuphinde kufundwe izifundo ezibandakanya isifundo esifundwayo seCAPS kanye nezinye izindawo ezidingeka, kanye nezihloko zocwaningo lwakusasa ziphakanyisiwe. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Introduction to the issue and the importance of the topic: The subject of this diploma thesis is to focus on issues related to teaching methods for the practice of hand hygiene in health care professionals in medical facilities. The issue of increasing efficiency in education is today an increasingly relevant topic supporting the activity of every person. In medical facilities, we encounter a problem with employee motivation, mutual interaction and communication when practicing new nursing procedures (hand hygiene), (Cullen, 2017). Unfortunately, most lecturers still teach only traditional teaching methods and use activating methods minimally or not at all (Sitná et al., 2009). Such a stereotype in the teaching process often provides only mechanical reproduction of the learned content. There is no consideration of understanding and practical interconnection, which is often boring and cumbersome for employees (Duran et al., 2017). The lecturer should pass on theoretical knowledge and practical skills to the given employees and thus develop their attitudes necessary for the performance of their profession (Vengl, 2011). Although much attention is paid to education in the literature, the methods used are often briefly characterized and listed by the authors. The primary focus of this work is on...

The thesis deals with activating teaching methods and their influence on vocabulary acquisition in the field of English for Medical Purposes. The experimental research explores the extent to which activating teaching methods influence the acquisition of professional vocabulary. For this purpose, a set of activities (didactic games and role-plays) was created and implemented at the beginning of each teaching block for the subject Medical English I and II. The main objective of these activities was the review of word stock from the previous lessons. The review was focused on the form, meaning, and use of words. In the research, both quantitative and qualitative methods of data collection were used, including progress tests, credit tests, and questionnaires. Progress tests and credit tests were used to measure whether there was a significant statistical difference regarding the professional vocabulary acquisition between the experimental and control groups. A statistically significant difference was found between the experimental and control groups at the B2 level only. The questionnaires showed that activating teaching methods were positively evaluated by the B1 and B2 participants and were appreciated for their practical benefits (professional vocabulary acquisition, the positive influence on...

Communication seems to play a pivotal role in any high school classroom. But it was found those classes or certain individual students shy away from engaging in effective communication during natural science lessons in Swaziland. One of the directives in the Swaziland National Education Policy states that syllabuses for studies in Form 4 and 5 should enable learners to develop essential skills which include communication and language skills. This study then, on realising that there was a gap between what was stated in the Education Policy and what was actually the case in the natural science classrooms, sought for a solution that would encourage effective communication in natural sciences. Therefore, the main purpose of the study was to encourage active participation of high school students in natural science lessons. The main research question posed for this purpose was: Can student motivation enhance classroom discourse for the negotiation of science understanding? Five sub-questions emanated from the main research question: (a) How does classroom discourse relate to natural science understanding? (b) What effect does external motivation have on discourse during natural science lessons? (c) What is the effect of feedback during natural science learning? (d) How can feedback be enhanced in the natural science class? (e) Which teaching strategies improve interactions during natural science learning? The study is organised into five chapters. The first chapter summarises the whole study by giving the problem statement, research aim and objectives, definition of terms, as well as chapter divisions. Chapter two provides the background to the study through the discussion of education theories based on classroom discourse and motivation. The third chapter presents detailed information about the research design, methods of data collection and analysis, as well as a proposed method for motivating students. The fourth chapter presents the research results, analysis and discussion. The fifth and the final chapter presents research findings, concluding remarks drawn from the research findings, as well as recommendations for similar future research. The case study style uses a qualitative, descriptive and exploratory approach. The study concentrated on theories explaining learning and motivation. The sample comprised six purposefully selected students and their two physical science teachers. Data were collected using the standardised open-ended interview and non-participant lesson observation methods, and from documents. The data were collected in two phases, the pre-motivation phase and the motivation phase. The collected data was further categorised into two segments, with each segment being a unit of analysis. One of the segments was composed of oral interchanges, while the other was composed of students’ written work. The data was then transcribed, coded, analysed and discussed using the thematic discourse analysis approach. The principles of triangulation, reliability and validity ensured the credibility of the study remained intact. Research ethics were also observed by the researcher and there was trust, respect and autonomy during data collection. The ethics observed included informed consent, confidentiality, beneficence, anonymity and non-malificence. Permission to collect data was sought and obtained from all concerned. The motivation method helped the physics group improve more (55%) than the chemistry group (7%) in tests. In the overall performance the two groups improved more or less the same: the chemistry group improved by 4% while the physics group improved by 5%. There were three main findings for the study and they revolved around the purpose and the research question. The first major finding was that the motivation method used with the students instilled self-discipline in the students, resulting in self-regulated behaviour and better understanding of science concepts. The finding suggested that motivated students are self-disciplined and take ownership of their learning. The second major finding was that during the motivation phase of data collection interactions improved between the students and their science teachers. These interactions were in the form of classroom talk, submission of school work and feedback. It was inferred that motivated students communicate more effectively and with better understanding of the concepts taught. The third major revelation was that the students were motivated by learner-centred teaching strategies and the use of teaching aids in a science laboratory. A main finding for the first sub-question was that the more students interacted with each other, with their natural science teachers, and with their books the more they appreciated and understood science concepts. For the second sub-question the main finding was, the motivation method used with the students improved discourse during natural science lessons. The marks the students were awarded gave them the energy to engage more in science activities and to behave well. The main finding for the third sub-question was that prompt feedback and positive comments motivated students to engage more in science discourse and to understand science concepts better. An important finding from the fourth sub-question was that prompt and positive feedback enhanced feedback, as well as giving students tasks that were not too far above their abilities, enhanced feedback in the natural science class. For the fifth sub-question it was found that student-centred teaching methods as well as teaching aids and learning in science laboratories improved interactions during natural science learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The goal of this research study was to understand the use of learner-centred approaches in teaching Accounting to enhance performance of learners at high schools (Grades 10-12). The teaching of Accounting in high schools is facing challenges. The Department of Education, through many curriculum implementations and revisions, have introduced a new approach to teaching as outlined in the National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS). This policy, as with previous ones, emphasises a change in teaching pedagogy emphasising learner-centred approaches in contrast to the traditional teacher-centred approaches which favour rote learning. The Department aims at developing knowledge but links that with acquiring and developing the skills of thinking critically and creatively, working as an individual or a member of a team, organising and managing oneself responsibly and effectively, collecting, analysing, organising and critically evaluating information, communicating effectively, using science and technology effective (DBE, 2011:5) in order to be able to adapt to the requirements of the commercial industries. It was found out that learner-centred approaches can enhance the performance of learners in Accounting in high schools. The researcher used a qualitative approach together with an interpretive perspective to examine the themes. Four high schools, four Accounting teachers and four Heads of Departments were selected from the Ximhungwe circuit in Bohlabela District in Bushbuckridge. Data was collected through observations and interviews. Data were analysed and findings presented. The findings reveal how the Economic and Management Sciences curriculum has a negative effect on Accounting in the higher grades of 10-12, by not developing a solid foundation for the subject. It also revealed that school, parent and learner-based challenges also contribute to a poor perception of Accounting and high failure rates. The research study revealed that learner-centred approaches can improve teaching and learning of Accounting. Recommendations were made in that respect. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphs / ADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy. / Psychology / M. Sc. (Psychology (Research Consultation))

Text in German with summaries in German and English / Includes bibliographical references (leaves 204-212) / Das Matthäusevangelium ist in seiner literarischen Form eine Erzählung. Jesus und die Bedeutung seines Lebens sowie der göttlichen Sendung bilden dabei die zentrale Rolle. Die narrative Exegese ist somit für die Untersuchung der Lehrmethoden Jesu in der Darstellungsweise von Matthäus besonders dazu geeignet, die Lehrmethoden zu analysieren und literarisch zu charakterisieren. Eine Untersuchung der Lehrmethoden Jesu zeigt, dass Jesus auf besondere Art und Weise die Jünger schult, begleitet und herausfordert. Dazu werden zentrale Texte aus dem Matthäusevangelium, in denen die Lehrmethoden Jesu und der Lernprozess der Jünger deutlich werden, zunächst identifiziert, eingegrenzt und narrativ untersucht. Mit diesen Ergebnissen werden in einem weiteren Schritt die Lehrmethoden Jesu mit erlebnispädagogischen Methoden verglichen. Auf dieser Grundlage werden die Darstellung und Charakteristik der Lehrmethoden Jesu erarbeitet, um so mögliche nicht-offensichtliche Bedeutungen der Darstellung von Jesu Lehrtätigkeit und seinen Methoden zu entdecken. / The Gospel of Matthew is a narrative in its literary form. Jesus, the meaning of his life, and his divine mission constitute the central message of the Gospel of Matthew. The narrative exegesis of Matthew is especially suited to the analysis and literary characterization of the teaching methods of Jesus. Numerous passages show what special methods Christ used to instruct, accompany, and challenge his disciples. Essential passages of the Gospel of Matthew which reveal the teaching methods of Jesus and learning process of the disciple are first identified, then narrowed down, and finally analyzed in their narrative. The results of Jesus’ teaching methods are subsequently compared with contemporary experiential education. The presentation and characteristic of the teaching methods of Jesus are compiled in this manner in order to discover possible non- obvious meanings in the account of the teaching of Jesus and his methods. / New Testament / M. Th. (New Testament)