62 research outputs found
Assessing learners' reading skills : a development of an in-service training programme for Junior Primary teachers
Thesis (D.Ed.)--University of Stellenbosch, 1999.ENGLISH SUMMARY: Most learners in South Africa are only taught knowledge-based skills, and reading skills
are assessed according to a prescribed curriculum. The emphasis seems to be on what
the learner cannot do, instead of what the learner can do. South African educational
system is currently in a transitional phase, where teachers are required to assess
learners on their critical outcomes. This transitional phase demands that teachers make
a mindshift from the old traditional, deductive teaching approaches to literacy to the
more inductive, cognitive, social and sociopolitical constructions of literacy. Against this
background, the study investigated first of all the beliefs of teachers concerning their
teaching reading approaches and reading assessment. This information was then used
as a point of departure in the development of a framework for an in-service training
programme in order to provide teachers with the skills and confidence that will enable
them not only to identify and assess reading problems in the Junior Primary phase, but
also to teach reading effectively.
To achieve the objectives, a qualitative research approach was used. Data
collection methods included a literature review, a semi-structured questionnaire and
three in-depth interviews with Junior Primary teachers at six primary schools (exHOR
and ex-model C) in the Bellville area, near Cape Town. Although the results of
the semi-structured questionnnaires provide a reasonably clear picture of the beliefs
of teachers pertaining to learners reading skills, more information was gathered by means of the in-depth interviews. From the analysis of data, it became apparent that
there is a need for further training and support regarding the implementation of
Outcomes Based Education; teachers are currently focusing on reductionistic
teaching approaches and are not knowledgeable about how to assess and rectify
reading problems. In spite of these problems, most teachers expressed a
willingness to learn new teaching reading approaches.
The framework for an in-service training programme focused, as a result of the
literature review and qualitative data analysis of the questionnaire and in-depth
interviews, on a holistic teaching and assessment approach to reading within an
ecosystemic framework. The active involvement of teachers and learners in the
teaching and assessment of reading was stressed.AFRIKAANSE OPSOMMING: Die meeste leerders in Suid Afrika word slegs volgens kennisgebaseerde vaardighede
onderrig, terwyl hulleesvaardighede volgens 'n voorgeskrewe kurrikulum geevalueer
word. Die klem blyk geplaas te word op wat die leerder nie instaat is om te vermag nie,
in plaas van wat die leerder instaat is om te vermag. Suid Afrika se onderrigstelsel is
tans in In oorgangsfase, waar daar van onderwysers verwag word om leerders volgens
hul kritiese uitkomste te evalueer. Hierdie oorgangsfase vereis dat onderwysers 'n
denkpatroon verandering moet ondergaan vanaf die ou tradisionele, deduktiewe
onderrigbenaderings ten opsigte van geletterdheid na 'n meer induktiewe, kognitiewe,
sosiale en sosiopolitiese verwysingsraamwerk met betrekking tot geletterdheid. Teen
hierdie agtergrond, poog hierdie navorsing eerstens om 'n ondersoek in te stel na die
oortuigings van onderwysers rakende hul leesonderrig- en leesevalueringbenaderings.
Hierdie inligting word dan benut as vertrekpunt vir die ontwikkeling van In raamwerk vir
'n indiensopleidingsprogram om aan onderwysers die nodige vaardighede en
selfvertroue te bied, wat hulle instaat sal stel om nie net leesprobleme te identifiseer
en te evalueer in die Junior Primere fase nie, maar om lees meer effektief te onderrig.
Kwalitatiewe navorsing is gebruik om hierdie doelwitte te bereik. Data
insamelingsmetodes het 'n semi-gestruktueerde vraelys en drie in-diepte onderhoude
met Junior Primere onderwysers van ses skole (ex-RW en ex-model C) in die Bellville
area naby Kaapstad, ingesluit. Alhoewel die resultate van die semi-gestruktueerde vraelys redelike inligting oor die oortuigings van onderwysers oor leerders se
leesvaardighede na vore gebring het, is daar meer inligting deur middel van die indiepte
onderhoude ingesamel. Inligting verkry vamiit die data analise het aangedui dat
onderwysers 'n behoefte het aan verdere opleiding en ondersteuning ten opsigte van
Uitkoms Gebaseerde Onderig; onderwysers gebruik tans reduksionistiese
onderrigbenaderings en hulle beskik ook nie oor die nodige kennis en vaardighede om
leesprobleme te identifiseer en korrigeer nie. Ten spyte van hierdie probleme, het baie
onderwysers hulle bereidwilligheid verklaar om nuwe onderrigbenaderings aan te leer.
Die raamwerk vir 'n indiensopleidinsprogram het op grond van die literatuur studie en
kwalitatiewe data analise van die vraelys en in-diepte onderhoude gevolglik gefokus
op 'n holistiese onderrig en evalueringsbenadering ten opsigte van lees binne 'n
ekosistemiese raamwerk. Die aktiewe betrokkenheid van die onderwysers en leerders
in die onderrig en evaluering van lees is beklemtoon
Surface-enhanced Raman spectroscopy of pyridine derivatives: Effects of adsorption on electronic structure
A pH-dependent surface-enhanced Raman spectroscopy investigation of the adsorption of 3-acetylpyridine
Surface-enhanced resonance raman scattering study of the reduction processes of meso-tetrakis(4-N-methylpyridyl) porphine adsorbed at silver electrode surfaces
The effect of halide ion on the SERS spectra of nitrogen heterocyclic compounds at various pH values
pH dependent raman spectra of nicotinic acid - spectra of aqueous solutions and surface enhanced raman spectra on silver electrodes
Understanding out of home care rates in Northern Ireland: a thematic analysis of mixed methods case studies
Research exploring inequalities in UK child welfare interventions has produced counterintuitive findings with respect to Northern Ireland (NI). Despite experiencing the highest levels of deprivation, NI also displays the lowest rates of children in care of all the UK nations. With reference to wider evidence in the field of child welfare inequalities this article details the findings of two exploratory mixed methods case studies, located within NI Health and Social Care Trusts. Drawing on the narratives offered by child and family social workers, a series of possible explanations for NI’s significantly lower out of home care rates are considered. We suggest the operation of intersecting factors at multiple levels, including: social work systems and practices, early help systems and structures, communities and families. These findings extend understandings of NI’s out of home care rates, whilst raising broader questions for social work research and practice
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