An investigation into understanding of academic literacies of students registered in Early Childhood Development courses
- Authors: Hackmack, Karin Erna
- Date: 2014
- Subjects: Academic writing -- Study and teaching -- South Africa -- Grahamstown , Discourse analysis , Information literacy -- Study and teaching (Higher) , Information literacy -- Social aspects , Early childhood education -- Study and teaching (Higher) -- South Africa -- Grahamstown , Education -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1996 , http://hdl.handle.net/10962/d1013548
- Description: Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
- Full Text:
- Authors: Hackmack, Karin Erna
- Date: 2014
- Subjects: Academic writing -- Study and teaching -- South Africa -- Grahamstown , Discourse analysis , Information literacy -- Study and teaching (Higher) , Information literacy -- Social aspects , Early childhood education -- Study and teaching (Higher) -- South Africa -- Grahamstown , Education -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1996 , http://hdl.handle.net/10962/d1013548
- Description: Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
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Becoming and being: a critical realist study into the emergence of identity in emergency medical science students, and the construct of graduate attributes
- Authors: Millar, Bernadette Theresa
- Date: 2014
- Subjects: Critical realism , Emergency medical personnel -- Psychology , Emergency medical services
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1327 , http://hdl.handle.net/10962/d1013175
- Description: This critical realist thesis seeks to understand how student, graduate and professional identities emerge in Emergency Medical Science (EMS) students at a South African University of Technology (UoT) as well as in professional paramedics in the Emergency Medical Care Services (EMCS). It further considers the construct of graduate attributes (GAs) and its relationship to emergence of identity and influence on curriculum design. The research design is that of a case study. The theoretical framework is critical realism whose depth ontology posits three domains of reality. Causal powers and generative mechanisms exist in the Real domain which cause events or phenomena to emerge in the Actual domain that are experienced in the Empirical domain. Using retroduction one may come to explore some of the causes for the event. Using Bhaskar’s concepts of identity, the self, absence and emergence, ontology and four-planar social being, a Bhaskarian explanatory framework of identity to explore the emergence of identity has been created. In exploring graduate attributes, a critical realist question is posed: “What must the world be like for GAs to exist” to explore the possibilities of the existence of GAs. It was found that student identity emerges diachronically in three moments, while professional paramedic identity starts to emerge during the third year of study mainly through the structure, culture and agency of workplace-based learning. In answer to the critical realist question it was found that GAs emerge from the neoliberalist commodification of universities. In seeking an alternative to GAs, traits and attitudes were explored. It was found that these emerge from curriculum, interplay of departmental structure, culture and agency of and from students’ being which makes them ontologically radically different from GAs. This study concludes that student, graduate and professional identities emerge from a person’s core constellational identity diachronically within four-planar social being and the interplay of structure, culture and agency. GAs cannot be related to the emergence of identity and curriculum design because of their ontology; however, if traits and attitudes are substituted for GAs, a close relationship does exist between emergence of identity, traits and attitudes and curriculum design.
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- Authors: Millar, Bernadette Theresa
- Date: 2014
- Subjects: Critical realism , Emergency medical personnel -- Psychology , Emergency medical services
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1327 , http://hdl.handle.net/10962/d1013175
- Description: This critical realist thesis seeks to understand how student, graduate and professional identities emerge in Emergency Medical Science (EMS) students at a South African University of Technology (UoT) as well as in professional paramedics in the Emergency Medical Care Services (EMCS). It further considers the construct of graduate attributes (GAs) and its relationship to emergence of identity and influence on curriculum design. The research design is that of a case study. The theoretical framework is critical realism whose depth ontology posits three domains of reality. Causal powers and generative mechanisms exist in the Real domain which cause events or phenomena to emerge in the Actual domain that are experienced in the Empirical domain. Using retroduction one may come to explore some of the causes for the event. Using Bhaskar’s concepts of identity, the self, absence and emergence, ontology and four-planar social being, a Bhaskarian explanatory framework of identity to explore the emergence of identity has been created. In exploring graduate attributes, a critical realist question is posed: “What must the world be like for GAs to exist” to explore the possibilities of the existence of GAs. It was found that student identity emerges diachronically in three moments, while professional paramedic identity starts to emerge during the third year of study mainly through the structure, culture and agency of workplace-based learning. In answer to the critical realist question it was found that GAs emerge from the neoliberalist commodification of universities. In seeking an alternative to GAs, traits and attitudes were explored. It was found that these emerge from curriculum, interplay of departmental structure, culture and agency of and from students’ being which makes them ontologically radically different from GAs. This study concludes that student, graduate and professional identities emerge from a person’s core constellational identity diachronically within four-planar social being and the interplay of structure, culture and agency. GAs cannot be related to the emergence of identity and curriculum design because of their ontology; however, if traits and attitudes are substituted for GAs, a close relationship does exist between emergence of identity, traits and attitudes and curriculum design.
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Cultural bias on the IELTS examination
- Authors: Freimuth, Hilda
- Date: 2014
- Subjects: International English Language Testing System -- Evaluation Language and culture -- United Arab Emirates English language -- Study and teaching -- Foreign speakers English language -- Examinations Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1324 , http://hdl.handle.net/10962/d1012088
- Description: The study reported in this thesis investigated Emirati students’ claims related to experiences of cultural bias of the reading component of the IELTS examination through a critical realist lens. Critical realism posits a layered reality which allows for the conceptualization of experiences as emerging from the interplay of events and mechanisms found in two other realms of reality – the actual and the real. Experiences, therefore, have a different ontological status than the events and the causal mechanisms to which they are attributed. Social realism was used to further explore the depth of the realm of the real through Archer’s construct of analytical dualism. This allowed for the placement of generative mechanisms into three domains: structure, culture, and agency. There were two parts to this investigation: a content analysis and a focus group study. The first part of the content analysis consisted of analyzing 60 reading passages from 20 IELTS examinations for a number of cultural categories. These included such things as cultural objects, social roles, idiomatic expressions, traditions and festivals, superstitions and beliefs, and political and historical settings. The second part of the content analysis focused on the question types and syntactical structure of the 5 different IELTS examinations that the focus groups students sat. All three components of the analysis – the cultural content, question types, and syntactical structure – were conducted at the level of the actual. Findings indicated that on average, an IELTS examination contained 14 cultural references of various kinds. Only 4% of all geographical references pertained to the Middle East with the biggest share being western locations. The most common question types were matching questions, fill in the blank questions, and yes/no questions with more than 50% of all questions requiring some form of higher order thinking due to text reinterpretation. The study also found that the question types were not consistently distributed over the examinations with each consisting of a different variety of questions and some even having repetitive question types on one reading examination. The second part of the study was the focus groups. Here, 21 Emirati students sat 5 different IELTS examinations. Upon test completion, these students underwent a semistructured interview to relate their experiences of the test. These experiences, at the level of the empirical, all shared 7 ideas: reading is hard, the questions are too difficult, the passages are too long and difficult, the topics are unfamiliar, the topics are not interesting, the vocabulary is too difficult, and there is not enough time. When the processes of retroduction and abduction were applied to both the content analysis and these common experiences, numerous structures and discourses at the level of the real were identified as having contributed to the emergence of the feeling of bias at the level of the empirical. These structures included such things as the students’ school system (eg. curriculum, assessment, instructors etc.), religion, literacy practices, and home. In the cultural domain, a number of discourses were found to contribute to the experiences at the level of the empirical. Amongst these were the ‘Unimportance of Reading’, the culture of ‘Obedience’, the rejection of the ‘un-Islamic’, and the students’ sense of ‘Entitlement’.
- Full Text:
- Authors: Freimuth, Hilda
- Date: 2014
- Subjects: International English Language Testing System -- Evaluation Language and culture -- United Arab Emirates English language -- Study and teaching -- Foreign speakers English language -- Examinations Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1324 , http://hdl.handle.net/10962/d1012088
- Description: The study reported in this thesis investigated Emirati students’ claims related to experiences of cultural bias of the reading component of the IELTS examination through a critical realist lens. Critical realism posits a layered reality which allows for the conceptualization of experiences as emerging from the interplay of events and mechanisms found in two other realms of reality – the actual and the real. Experiences, therefore, have a different ontological status than the events and the causal mechanisms to which they are attributed. Social realism was used to further explore the depth of the realm of the real through Archer’s construct of analytical dualism. This allowed for the placement of generative mechanisms into three domains: structure, culture, and agency. There were two parts to this investigation: a content analysis and a focus group study. The first part of the content analysis consisted of analyzing 60 reading passages from 20 IELTS examinations for a number of cultural categories. These included such things as cultural objects, social roles, idiomatic expressions, traditions and festivals, superstitions and beliefs, and political and historical settings. The second part of the content analysis focused on the question types and syntactical structure of the 5 different IELTS examinations that the focus groups students sat. All three components of the analysis – the cultural content, question types, and syntactical structure – were conducted at the level of the actual. Findings indicated that on average, an IELTS examination contained 14 cultural references of various kinds. Only 4% of all geographical references pertained to the Middle East with the biggest share being western locations. The most common question types were matching questions, fill in the blank questions, and yes/no questions with more than 50% of all questions requiring some form of higher order thinking due to text reinterpretation. The study also found that the question types were not consistently distributed over the examinations with each consisting of a different variety of questions and some even having repetitive question types on one reading examination. The second part of the study was the focus groups. Here, 21 Emirati students sat 5 different IELTS examinations. Upon test completion, these students underwent a semistructured interview to relate their experiences of the test. These experiences, at the level of the empirical, all shared 7 ideas: reading is hard, the questions are too difficult, the passages are too long and difficult, the topics are unfamiliar, the topics are not interesting, the vocabulary is too difficult, and there is not enough time. When the processes of retroduction and abduction were applied to both the content analysis and these common experiences, numerous structures and discourses at the level of the real were identified as having contributed to the emergence of the feeling of bias at the level of the empirical. These structures included such things as the students’ school system (eg. curriculum, assessment, instructors etc.), religion, literacy practices, and home. In the cultural domain, a number of discourses were found to contribute to the experiences at the level of the empirical. Amongst these were the ‘Unimportance of Reading’, the culture of ‘Obedience’, the rejection of the ‘un-Islamic’, and the students’ sense of ‘Entitlement’.
- Full Text:
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