The main objective of this research was to explore how teachers teach reading comprehension to Grade 3 Tshivenda-speaking learners. The research was prompted by the low performance of reading amongst these Grade 3 learners in this area. This study was a qualitative study. The paradigmatic position of the study was the interpretive paradigm. Data was collected through individual teachers’ interviews, focus group interviews, classroom observations and content analysis. Interviews and focus group discussions were taped, transcribed, analysed, and data was categorised into themes. Three schools, each with two Grade 3 classes, were selected. Learners were involved because the main aim was to observe teachers teaching reading comprehension to them. This study did not attempt to measure learner performance, but investigated the teaching of reading comprehension to Grade 3 Tshivenda-speaking learners. The aim of this was to investigate how teachers teach reading comprehension in their classrooms. The study developed a conceptual framework from the literature review, consisting of five phases. These phases were identified and developed as it became clear that, in order to teach reading comprehension effectively, various parties involved in schools need to be actively involved in the different phases when teaching reading comprehension education of learners. In addition, the learning and developmental theories consulted in this study were related to the conceptual framework. The research implies that reading comprehension can be taught and learnt, which further supports the development of the conceptual framework for this study. The findings of the study revealed that the participating teachers had limited understanding of reading comprehension strategies. They regarded teaching comprehension as a challenge as they do not know what comprehension strategies are and how to apply them. Additionally, they are stressed, confused and frustrated, because learners cannot read and understand the text. Furthermore, responses showed that teachers are uncertain of how to teach reading comprehension. Teachers spent little time on reading comprehension with learners, with no uniform approach amongst them on how to teach reading comprehension. Guided practice and time to practise comprehension strategies were absent in classrooms. The teachers also showed a lack of theoretical knowledge and practical experience about teaching comprehension strategies, which seems to result in teachers’ developing a negative attitude towards their learners (who struggle to read). Interviews and classroom observations revealed that, although the participating teachers said they understood what reading comprehension was, there was no correlation between what they said and what they did in practice in their classrooms. The results measured against Zimmerman’s (1998) applied social model of self-regulated learning, show that teachers lack the theoretical knowledge of teaching reading comprehension. In addition, participants were not satisfied with the intervention strategies and policies provided by the Department of Education. They felt neglected because guidelines were only in English and not in African languages, like Tshivenda. As such, no guidelines to teachers written in Tshivenda with Tshivenda examples exist. Workshops had not been helpful to Tshivenda teachers either. The study also revealed a lack of learning support materials, no variety of reading materials for learners and, in some schools, no readers at all. Lastly, the study shows that these teachers do not have access to research literature on the teaching of reading comprehension and rely on their own experience. / Thesis (PhD)--University of Pretoria, 2012. / Early Childhood Education / unrestricted

Made available in DSpace on 2016-04-29T14:16:22Z (GMT). No. of bitstreams: 1 Higor Caleffi.pdf: 438578 bytes, checksum: 016f1c3ef74be0ee8976b877a685e5ad (MD5) Previous issue date: 2013-06-03 / This dissertation aims to discuss and analyze the theoretical knowledge sought by social workers to understand the reality and professional intervention offered by the institution and employer. Problematize the theoretical knowledge acquired through professional social work contributes to thinking skills necessary for the unveiling and intervention in social issues, know the context in which it operates and the influences exerted by capitalist society and the ideologies of the employing institution / Esta dissertação tem por objetivo discutir e analisar o conhecimento teórico buscado pelos Assistentes Sociais para a compreensão da realidade e intervenção profissional e o oferecido pela instituição empregadora. Problematizar o conhecimento teórico adquirido pelo profissional de Serviço Social contribui para pensarmos nas competências necessárias para o desvelamento e intervenção na questão social, conhecer o contexto onde está inserido e as influências exercidas pela sociedade capitalista e as ideologias da instituição empregadora

Denna studie fokuserar på konflikthantering och dess egenskaper. Jag har fördjupat mig i praktiska och teoretiska kunskaper i konflikthantering med eleverna. I denna studie kommer jag att intervjua fyra pedagoger, två erfarna lärare och två nyexaminerade pedagoger. Jag kommer också att förklara vilka känslor har för roll i konfliktlösning. Varför jag har valt att skriva om konflikten är på grund av min osäkerhet när det gäller att lösa konflikter med elever så jag har valt att intervjua två erfarna pedagoger. Slutsatsen av min studie är att alla mina fyra informanter anser att den praktiska kunskapen är lika viktig som den teoretiska kunskapen. Studien visar att vi kan få in de olika kunskaper på två olika sätt; genom utbildningen som är den teoretiska kunskapen samt ute i arbetslivet som är den praktiska kunskapen.

My thesis aims to delve into Immanuel Kant&rsquo / s formulation of the faculty of imagination in his Critique of Pure Reason and Critique of the Power of Judgment. In relation to the First Critique, it specifically concerns the relation of the &ldquo / mysterious&rdquo / function of imagination to the object and its representation as one of the fundamental steps of the emergence or production of theoretical knowledge. As regards the Third Critique, it scrutinizes the relation of imagination to reflective, as opposed to determinative, judgment and seeks to specify its role in aesthetic appreciation and artistic creativity. The thesis first provides us with a background to Kant&rsquo / s philosophy, delineating the specific issues at hand and briefly introducing important Kantian fundaments, along with imagination, by making use of secondary literature. It then views imagination as has been theorized throughout the history of philosophy up until the age of Enlightenment and examines Kant&rsquo / s two Critiques with a focus on imagination. Thirdly, it evaluates the aspects of Kantian imagination through the works of scholars whose differing interpretations are compared and disputed. Taking mainly the discussions of the previous chapter into account, the conclusion chapter constitutes my own interpretation of the disputes and possible solutions related to the imagination within the broader frame of Kantian philosophy.

Today‘s changing business environment versus the change in curricula creates a potential shortfall in the competencies gained by the students who complete their degree course against the expectations of prospective future employers. The universities however endeavour to teach a tax syllabus that will equip the students with sufficient information and skills to be able to provide tax compliance on a corporate and personal level without much learning subsequent to university level. To some it would appear that the dominant guideline for universities as to what level of knowledge is required of graduates, is what is considered by regulatory bodies to be sufficient. It would follow then, that future employers may require a more technical and detailed knowledge of tax for their type of business than what the graduate would have been taught as a result of a curricula suited to professional bodies. In addition to a potential disconnect in theoretical knowledge, the dynamic working environment requires graduates to be adaptable and maintain a skill set that will aid them more than their theoretical knowledge. Using a questionnaire, data was obtained from the senior personnel employed in the tax departments of the top 30 listed companies of the Johannesburg Stock Exchange (―JSE‖) in South Africa. The results showed that there is a variation between the current views and preferences of employers in respect of the theoretical tax knowledge of certain topics listed in the study, as well as in all the types of practical skills listed in the study. / Dissertation (MCom)--University of Pretoria, 2013. / gm2014 / Taxation / unrestricted

The purpose of this study is to enlighten the sense and usage of knowledge in the context of social work. The study has a qualitative approach and is based on semi structured interviews with three social workers that are qualified and three other social workers whose work is bases on their experience as a former client. Earlier studies show that social workers in Sweden has mixed feelings about the usage of scientifically approved methods and theories in their practical work. They are more often referring to their individual experience rather than their education as their source of knowledge in their practical work regardless of educational background. My conclusion about the difference between qualified and unqualified social workers is that the educated social workers tend to work in organizations that more often demand a certain view and practical use of knowledge and that often results in trying to express themselves in line with the organization. Therefor it is hard to pinpoint exactly what their true thought about especially practical knowledge as a subject are. What appears to be the case with both qualified and unqualified social workers is that they tend to use themselves and their colleagues as a source of knowledge at the same time as they try to adapt to the cultures of their work. Furthermore, this study brings up relevant aspects of relation, freedom of action and organization and how they in some ways control and form the social work of these six individuals.

<p>Syftet med studien är att undersöka hur ett globalt management konsultföretag arbetar internt med kunskapsöverföring över landsgränser av den svåruttryckliga erfarenhetsbaserade kunskapen som en konsult innehar. Den kvalitativa data som används i empirin samlades in genom intervjuer med anställda på fallföretaget Accenture. Resultatet av undersökningen visade att praktisk kunskap överförs genom formella sammankomster samt en ”learning by doing” modell där konsulter av olika nationaliteter och grad av erfarenhet arbetar tillsammans på olika projekt. Erfarenheter från projekt samlas, lagras och överförs till databasen Knowledge Exchange, i en process där den praktiska kunskapen transformeras till teoretisk kunskap och görs tillgänglig för hela företaget. Studien visar att Accenture har rutiner som gör att dem överkommer de flesta hinder som presenteras i den befintliga teorin. Det hinder som Accenture belyste som ett problem var informationsöverflödet som fanns inom företaget.</p> / <p>The purpose of the study is to study how a global management consulting firm works internally with knowledge transfer across national borders of the hard to express, experience-based knowledge of a consultant. The qualitative data which is presented in the empirical part of the paper was collected through interviews with employees at the case firm Accenture. The result of the study showed that practical knowledge is transferred through formal meetings, and a “learning by doing” process, where consultants of different nationalities and degrees of experience work together on projects. Experiences from projects are collected, stored, and transferred to the Knowledge Exchange database, in a process where the practical knowledge is transformed into theoretical knowledge and made available to the entire company. The study shows that Accenture has routines that help them overcome most of the impediments presented in the existing theory. The impediment that Accenture expressed to be a problem within their organization was information overflow.</p>

The thesis aims at establishing what teachers of programme specific subjects state is the foundation for their assessment at the Hotel and Restaurant Programme (HR-programme). The theoretical framework of the thesis is based on social constructionism. The respondents were practising teachers of programme specific subjects at HR-programme. The empirical data based on interviews and video interviews was analyzed with: types of knowledge, key qualifications, specific vocational knowledge and skill and levels of expertise. Seven key qualifications have been discerned: independence, planning skills, problem solving skills, co-operation, customer contact, communication and power of initiative. These can be divided in three dimensions: personal, cognitive, and social/interactive. For the student, the most important to focus on for getting a higher grade is independence. Five categories of programme specific subjects have been identified: understanding the vocational area, skills in working techniques and methods, hygiene and handling work tools, as well the ability to see the whole and to act simultaneously. Differences in qualifications between levels of expertise can be identified in skills, speed and comprehensive thinking which appear to be valued more by the respondents. Key qualifications include all types of knowledge, theoretical knowledge, practical mastery and appropriate action but also a keen mind for reflection over ones actions. Appropriate action in general is assessed on the level of overall focus, the highest level of expertise, and theoretical knowledge the lowest level of expertise. There’s concordance between respondents on assessment of knowledge and skills. Students have to have a great part of specific vocational knowledge and skills to achieve the degree of Pass. The respondents’ descriptions and appraisements of what is assessed reflect their vocational culture where experience has a master role which could be the main reason why an inexperienced student cannot achieve higher grade levels.

Syftet med studien är att undersöka hur ett globalt management konsultföretag arbetar internt med kunskapsöverföring över landsgränser av den svåruttryckliga erfarenhetsbaserade kunskapen som en konsult innehar. Den kvalitativa data som används i empirin samlades in genom intervjuer med anställda på fallföretaget Accenture. Resultatet av undersökningen visade att praktisk kunskap överförs genom formella sammankomster samt en ”learning by doing” modell där konsulter av olika nationaliteter och grad av erfarenhet arbetar tillsammans på olika projekt. Erfarenheter från projekt samlas, lagras och överförs till databasen Knowledge Exchange, i en process där den praktiska kunskapen transformeras till teoretisk kunskap och görs tillgänglig för hela företaget. Studien visar att Accenture har rutiner som gör att dem överkommer de flesta hinder som presenteras i den befintliga teorin. Det hinder som Accenture belyste som ett problem var informationsöverflödet som fanns inom företaget. / The purpose of the study is to study how a global management consulting firm works internally with knowledge transfer across national borders of the hard to express, experience-based knowledge of a consultant. The qualitative data which is presented in the empirical part of the paper was collected through interviews with employees at the case firm Accenture. The result of the study showed that practical knowledge is transferred through formal meetings, and a “learning by doing” process, where consultants of different nationalities and degrees of experience work together on projects. Experiences from projects are collected, stored, and transferred to the Knowledge Exchange database, in a process where the practical knowledge is transformed into theoretical knowledge and made available to the entire company. The study shows that Accenture has routines that help them overcome most of the impediments presented in the existing theory. The impediment that Accenture expressed to be a problem within their organization was information overflow.

<p><i>The Duke of Uncertainty - Aspects of Professional Skill</i>is a dissertation whose title is a literary metaphor designedto draw attention to encounters with unforeseen problems anddilemmas at work.</p><p>The first part of the dissertation presents the skill andtechnology tradition that has developed over the last twentyyears through explorative case studies. These have covered theskills of various occupational groups, such as processoperators in the paper-and-pulp and chemicals industries,managers and systems engineers working on real timeapplications in specialized knowledge intensive firms as wellas doctors and nurses.</p><p>The theoretical perspective is the epistemology of skillfocusing on the phenomenon of tacit knowledge. This has itsroots in Wittgenstein's philosophy of language as developed bythe philosophers Allan Janik and Kjell S. Johannessen.</p><p>The methodological framework develops indirect analogicalthinking which is a prerequisite for knowledge based onexperience, through exemplification.</p><p>The empirical part of the work shows knowledge offamiliarity among members of an occupational group with lowformal training but extensive practical experience, namelyassistant nurses. A comparative analysis is undertaken inrelation to previous case studies in the field of skill andtechnology aimed at occupational groups with high formaleducational qualifications.</p><p>A particular aspect to which attention is drawn is therhythm in work that unites occupational groups regardless ofeducational background. Occupational skill is treated as acapacity developed to find rhythm in action when confrontedwith situations that are hard to handle. The dissertationconsiders aspects that can be tried out in other occupationalarenas and paves the way for identifying phenomena in workinglife that hinder the development of rhythm in work.</p><p>The dissertation contributes to the setting-up ofundergraduate-level training for groups of people who have notpreviously had access to higher education, and aims tointroduce new aspects into the development of analoguethinking.</p><p><b>Key words</b>: practical versus theoretical knowledge, skillof epistemology, tacit knowledge, comparative case study,literary metaphor, analogical thinking, indirect method,occupational training.</p>