A case study of feedback strategies in The Open Learning Systems Trust (OLSET) Radio Learning Programmes
- Authors: Kenyon, Jennifer Berry
- Date: 1999
- Subjects: English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2352 , http://hdl.handle.net/10962/d1002634 , English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Description: The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
- Full Text:
- Date Issued: 1999
- Authors: Kenyon, Jennifer Berry
- Date: 1999
- Subjects: English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2352 , http://hdl.handle.net/10962/d1002634 , English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Description: The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
- Full Text:
- Date Issued: 1999
Improvement of fertility and hatchability of artificially incubated ostrich eggs in the little Karoo
- Van Schalkwyk, Salmon Jacobus
- Authors: Van Schalkwyk, Salmon Jacobus
- Date: 1998
- Subjects: Ostrich farming -- South Africa , Eggs -- Hatchability , Eggs -- Incubation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5713 , http://hdl.handle.net/10962/d1005399
- Description: Ostriches are an important commercial species in South Africa and are becoming increasingly so in other parts of the world. Fertility and hatchability of artificially incubated ostrich eggs, however, is generally regarded as low compared to other poultry species and to ostriches in the wild. Investigation into specific farming practices at present indicated scope for an overall improvement in productivity through a sound breeding strategy. This thesis investigated factors that affect egg production, fertility, and hatchability of artificially incubated eggs in the Little Karoo region of South Africa. Specific breeding pair combinations accounted for the major variations in egg weight, hatchability, chick production and offspring weight at slaughter age. An appreciable proportion of variation in reproductive traits was attributable to the repeatable nature of breeding pair performance from year to year, even from first breeding attempts, suggesting that selection of good breeding stock can be made from an early age. Artificially incubated eggs showed improved hatchability when eggs were collected two to three hours after lay rather than the following morning. Storing position of eggs did not significantly effect hatchability when eggs were stored for a maximum of one week. The critical zero temperature for ostrich eggs, below which no embryonical development takes place, was found to be ± 25°C and cooling eggs to temperatures below 20°C for complete cessation of embryonic development during storage resulted in better hatchabilities compared to eggs stored at 25°C room temperature. Hatchability decreased when incubator temperatures were raised from 36 to 37.3°C. Large temperature fluctuations and gradients, which encompass detrimental temperatures, persist within forced draught wooden incubators of the type most commonly in use in the Little Karoo region. The highest temperatures occurred at the top of these incubators and will consequently have a negative impact on hatchability. The ontogeny of ostrich egg metabolism showed an exponential increase during the first 70% of incubation followed by a decline to 75% of the peak value between days 31 and 38 of incubation. From peak levels of embryonic development it was calculated that single stage incubators needs an airflow of 54.4 1/egg.hour to maintain oxygen levels just below 21% and carbon dioxide levels below 0.5%. Lower embryonic mortalities were observed when eggs were turned twenty-four times/day in an electronic incubator compared to hand turning twice a day. Eggs rotated through increasing angles between 60 and 90° resulted in a linear improvement in hatchability. In incubators where turning angles were fixed at 60°, lower hatchabilities were overcome by incubating eggs for 2 - 3 weeks in a horizontal position before placing them vertically. No specific farming practice could be singled out as the main cause of low fertility or hatchability but rather a combination of certain practices applied wrongly.
- Full Text:
- Date Issued: 1998
Improvement of fertility and hatchability of artificially incubated ostrich eggs in the little Karoo
- Authors: Van Schalkwyk, Salmon Jacobus
- Date: 1998
- Subjects: Ostrich farming -- South Africa , Eggs -- Hatchability , Eggs -- Incubation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5713 , http://hdl.handle.net/10962/d1005399
- Description: Ostriches are an important commercial species in South Africa and are becoming increasingly so in other parts of the world. Fertility and hatchability of artificially incubated ostrich eggs, however, is generally regarded as low compared to other poultry species and to ostriches in the wild. Investigation into specific farming practices at present indicated scope for an overall improvement in productivity through a sound breeding strategy. This thesis investigated factors that affect egg production, fertility, and hatchability of artificially incubated eggs in the Little Karoo region of South Africa. Specific breeding pair combinations accounted for the major variations in egg weight, hatchability, chick production and offspring weight at slaughter age. An appreciable proportion of variation in reproductive traits was attributable to the repeatable nature of breeding pair performance from year to year, even from first breeding attempts, suggesting that selection of good breeding stock can be made from an early age. Artificially incubated eggs showed improved hatchability when eggs were collected two to three hours after lay rather than the following morning. Storing position of eggs did not significantly effect hatchability when eggs were stored for a maximum of one week. The critical zero temperature for ostrich eggs, below which no embryonical development takes place, was found to be ± 25°C and cooling eggs to temperatures below 20°C for complete cessation of embryonic development during storage resulted in better hatchabilities compared to eggs stored at 25°C room temperature. Hatchability decreased when incubator temperatures were raised from 36 to 37.3°C. Large temperature fluctuations and gradients, which encompass detrimental temperatures, persist within forced draught wooden incubators of the type most commonly in use in the Little Karoo region. The highest temperatures occurred at the top of these incubators and will consequently have a negative impact on hatchability. The ontogeny of ostrich egg metabolism showed an exponential increase during the first 70% of incubation followed by a decline to 75% of the peak value between days 31 and 38 of incubation. From peak levels of embryonic development it was calculated that single stage incubators needs an airflow of 54.4 1/egg.hour to maintain oxygen levels just below 21% and carbon dioxide levels below 0.5%. Lower embryonic mortalities were observed when eggs were turned twenty-four times/day in an electronic incubator compared to hand turning twice a day. Eggs rotated through increasing angles between 60 and 90° resulted in a linear improvement in hatchability. In incubators where turning angles were fixed at 60°, lower hatchabilities were overcome by incubating eggs for 2 - 3 weeks in a horizontal position before placing them vertically. No specific farming practice could be singled out as the main cause of low fertility or hatchability but rather a combination of certain practices applied wrongly.
- Full Text:
- Date Issued: 1998
A case study of a series of process writing workshops for teachers of English as a second language
- Authors: Claude, Marianne
- Date: 1994
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers English language -- Writing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1433 , http://hdl.handle.net/10962/d1003314
- Description: The case study, which is described in this thesis, is concerned with two aspects of second language teaching and learning, namely process writing and 'teacher development'. Ten Zulu speaking, English second language teachers in Durban, Natal, participated in a series of process writing workshops. Before the workshops, they were given opportunities to reflect, in interviews, upon their own past and present writing practices. After the workshops there were follow-up interviews to elicit their further understanding of what is involved in writing. The workshop materials were compiled and written by the researcher. The aims of the research project were, in summary, the following: to let the teachers, who are teachers of writing in their classrooms, become participating writers themselves; to make the process writing workshops be a reflective activity through which the participants would develop as teachers. The entire case study is positioned within critical theory, as a philosophical framework, in which the teachers' reflections upon their writing experiences is seen as emancipatory practice. The research project was small scale and predominantly qualitative. A narrative, 'explanation-building' analysis of the entire findings forms the major part of the thesis. The writing workshops gave the teachers in this study occasion to experience process writing; furthermore they were enabled to reflect in detail on their experiences. It is suggested that teacher training colleges and in-service courses incorporate the 'writing workshops for teachers ' concept, as an activity for growth and development. Further research may take the form of long term action research into how teachers who have attended such workshops implement the insights they have gained in their classrooms.
- Full Text:
- Date Issued: 1994
- Authors: Claude, Marianne
- Date: 1994
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers English language -- Writing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1433 , http://hdl.handle.net/10962/d1003314
- Description: The case study, which is described in this thesis, is concerned with two aspects of second language teaching and learning, namely process writing and 'teacher development'. Ten Zulu speaking, English second language teachers in Durban, Natal, participated in a series of process writing workshops. Before the workshops, they were given opportunities to reflect, in interviews, upon their own past and present writing practices. After the workshops there were follow-up interviews to elicit their further understanding of what is involved in writing. The workshop materials were compiled and written by the researcher. The aims of the research project were, in summary, the following: to let the teachers, who are teachers of writing in their classrooms, become participating writers themselves; to make the process writing workshops be a reflective activity through which the participants would develop as teachers. The entire case study is positioned within critical theory, as a philosophical framework, in which the teachers' reflections upon their writing experiences is seen as emancipatory practice. The research project was small scale and predominantly qualitative. A narrative, 'explanation-building' analysis of the entire findings forms the major part of the thesis. The writing workshops gave the teachers in this study occasion to experience process writing; furthermore they were enabled to reflect in detail on their experiences. It is suggested that teacher training colleges and in-service courses incorporate the 'writing workshops for teachers ' concept, as an activity for growth and development. Further research may take the form of long term action research into how teachers who have attended such workshops implement the insights they have gained in their classrooms.
- Full Text:
- Date Issued: 1994
The Southern African Development Coordination Conference (SADCC) : part of a whole or a cover?
- Authors: Lubbe, Ingrid Lisa
- Date: 1990
- Subjects: Southern African Development Coordination Conference
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2753 , http://hdl.handle.net/10962/d1002000
- Description: The object of this analysis of the Southern African Development Coordination Conference (SADCC) was to examine the interaction between the states which comprise the organisation in terms of regional and international factors which either facilitated or constrained the pursuit of the organisation's economic goals. To this end a theoretical orientation which would place the organisation in context of regional and international political and economic interaction was necessary. International regime theory was used to place the organisation in an international context, and at the same time provided a theoretical dimension which could be used to analyse empirical evidence on the SADCC organisation's functioning. The application of regime theory clearly highlighted the fact that SADCC's economic goals are constrained by the degree to which all of the SADCC states are integrated on the economic level with western market economy and furthermore , by the fact that these links are reinforced for seven of the nine SADCC states by their economic dependence on South Africa. The above conclusion showed that in terms of the perpetuation of the SADCC organisation as an economic regime, according to the regime theory outlined in Chapter One, the goals of SADCC did not create a firm basis for economic cooperation in the long term. The future of the SADCC organisation in it's present form will depend on how long the racial policies of South Africa continue, for the analysis makes clear that the organisation has much more political than economic coherency. The use of a regime framework showed that in terms of the SADCC states individual economic positions, the historical and structural links between South Africa, the majority of the SADCC states and the West will continue indefinitely due to the strength of the structural economic links between the Southern African region and the western market economy. Thus the analysis proves, within the parameters of international regime theory, the lack of economic coherency within the SADCC organisation's goals, and the strength of the economic ties between the Southern African region and the West.
- Full Text:
- Date Issued: 1990
- Authors: Lubbe, Ingrid Lisa
- Date: 1990
- Subjects: Southern African Development Coordination Conference
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2753 , http://hdl.handle.net/10962/d1002000
- Description: The object of this analysis of the Southern African Development Coordination Conference (SADCC) was to examine the interaction between the states which comprise the organisation in terms of regional and international factors which either facilitated or constrained the pursuit of the organisation's economic goals. To this end a theoretical orientation which would place the organisation in context of regional and international political and economic interaction was necessary. International regime theory was used to place the organisation in an international context, and at the same time provided a theoretical dimension which could be used to analyse empirical evidence on the SADCC organisation's functioning. The application of regime theory clearly highlighted the fact that SADCC's economic goals are constrained by the degree to which all of the SADCC states are integrated on the economic level with western market economy and furthermore , by the fact that these links are reinforced for seven of the nine SADCC states by their economic dependence on South Africa. The above conclusion showed that in terms of the perpetuation of the SADCC organisation as an economic regime, according to the regime theory outlined in Chapter One, the goals of SADCC did not create a firm basis for economic cooperation in the long term. The future of the SADCC organisation in it's present form will depend on how long the racial policies of South Africa continue, for the analysis makes clear that the organisation has much more political than economic coherency. The use of a regime framework showed that in terms of the SADCC states individual economic positions, the historical and structural links between South Africa, the majority of the SADCC states and the West will continue indefinitely due to the strength of the structural economic links between the Southern African region and the western market economy. Thus the analysis proves, within the parameters of international regime theory, the lack of economic coherency within the SADCC organisation's goals, and the strength of the economic ties between the Southern African region and the West.
- Full Text:
- Date Issued: 1990
An inquiry into relationships between certain personality factors and attitudes to mathematics in some selected schools in the range standards three to five
- Authors: Light, David Leon
- Date: 1984
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1880 , http://hdl.handle.net/10962/d1005866
- Description: Mathematics--Study and teaching (Elementary)--Psychological aspects
- Full Text:
- Date Issued: 1984
- Authors: Light, David Leon
- Date: 1984
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1880 , http://hdl.handle.net/10962/d1005866
- Description: Mathematics--Study and teaching (Elementary)--Psychological aspects
- Full Text:
- Date Issued: 1984
On becoming a psychotherapist
- Authors: Anema, Margaret Catherine
- Date: 1982
- Subjects: Psychotherapist and patient , Psychotherapy , Psychotherapists
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2913 , http://hdl.handle.net/10962/d1002078
- Description: From Introduction: To learn to focus on the other, I first have to learn my natural limits. Unless my natural limits are found, I cannot focus on myself or the other with freedom. I will either draw back or intrude. As I learn my natural limits, I free the energy I previously used in questioning limits. Having recognised that I am bounded, the effect of my released energy is to deepen my space. The infinity which used to lie beyond the horizon is brought into the realm of the human where it can be useful. As a psychotherapist the deepening (that is differentiation) of my own space is very important. It means that the space I share with the other is better explored and better known. The raw data for this thesis is a record of 2½ weeks of intensive psychotherapy and 3 weeks of intensive explication. During this time I explored the interrelated themes of my own limits and the particular shadowedness of the space I shared with Tony, the person in psychotherapy with me.
- Full Text:
- Date Issued: 1982
- Authors: Anema, Margaret Catherine
- Date: 1982
- Subjects: Psychotherapist and patient , Psychotherapy , Psychotherapists
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2913 , http://hdl.handle.net/10962/d1002078
- Description: From Introduction: To learn to focus on the other, I first have to learn my natural limits. Unless my natural limits are found, I cannot focus on myself or the other with freedom. I will either draw back or intrude. As I learn my natural limits, I free the energy I previously used in questioning limits. Having recognised that I am bounded, the effect of my released energy is to deepen my space. The infinity which used to lie beyond the horizon is brought into the realm of the human where it can be useful. As a psychotherapist the deepening (that is differentiation) of my own space is very important. It means that the space I share with the other is better explored and better known. The raw data for this thesis is a record of 2½ weeks of intensive psychotherapy and 3 weeks of intensive explication. During this time I explored the interrelated themes of my own limits and the particular shadowedness of the space I shared with Tony, the person in psychotherapy with me.
- Full Text:
- Date Issued: 1982
Confirmation : an analysis and assessment
- Authors: Maker, Derek Alan
- Date: 1967
- Subjects: Confirmation
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1262 , http://hdl.handle.net/10962/d1012797 , Confirmation
- Description: Intelligently to discuss Christian initiatory rites we must begin with Baptism. In recent years many scholars have attempted a critical re-assessment of baptism based upon a renewed exegetical study of the New Testament. This chapter is written in the light of that work. Most theologians are agreed upon the cardinal importance of baptism. Calvin is generally representative in saying, "Baptism is a sign of initiation, by which we are admitted into the society of the Church, in order that, being incorporated into Christ we may be numbered among the children of God". Wheeler Robinson, a Baptist theologian, asserts that, "Baptism is the door of entrance to the Church". Intro. p. 1.
- Full Text:
- Date Issued: 1967
- Authors: Maker, Derek Alan
- Date: 1967
- Subjects: Confirmation
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1262 , http://hdl.handle.net/10962/d1012797 , Confirmation
- Description: Intelligently to discuss Christian initiatory rites we must begin with Baptism. In recent years many scholars have attempted a critical re-assessment of baptism based upon a renewed exegetical study of the New Testament. This chapter is written in the light of that work. Most theologians are agreed upon the cardinal importance of baptism. Calvin is generally representative in saying, "Baptism is a sign of initiation, by which we are admitted into the society of the Church, in order that, being incorporated into Christ we may be numbered among the children of God". Wheeler Robinson, a Baptist theologian, asserts that, "Baptism is the door of entrance to the Church". Intro. p. 1.
- Full Text:
- Date Issued: 1967