Teachers’ engagement with learners in inclusive foundation phase classrooms: a case study analysis
- Authors: Skae, Vera Astrid
- Date: 2019
- Subjects: Early childhood education -- South Africa -- Eastern Cape -- Case studies , Education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92705 , vital:30722
- Description: Since 2001, South African teachers have been attempting to practise inclusive education in classrooms in ordinary, public schools. Previous research has shown the many challenges South African teachers face in our current educational environment. Strong arguments, however, have been made for more research to be done on actual teacher engagement with learners in our ordinary, public school classrooms, and the extent to which classroom practices are inclusive (Engelbrecht, Nel, Nel & Tlale, 2015, p. 3). This study sought to do an in-depth critical analysis of three foundation phase teachers and their engagement with learners in their classrooms at an Eastern Cape school. The aim was to examine how inclusive education was being enacted by the teacher with learners in real classroom settings, with particular attention paid to ways in which learners experience barriers to learning. A micro-level analysis was conducted in a single unit case study and using a qualitative research approach in an interpretive paradigm. Questionnaires, observations, and semi-structured interviews were conducted in an attempt to gather in-depth data. It was heartening to observe the extent to which inclusive education and practices were being enacted at the school and in the classrooms, and instructive in providing examples of what can work in the South African context. Key findings of this study include the generation of a framework for analysing inclusive classroom practice at the micro level. Criteria were identified as indicators of inclusive education of learners including those experiencing barriers to learning in the classroom. This study builds on and extends what has been developed at the macro and micro level of inclusive education in schools and in the classroom. It found that a number of challenges remain for enabling the implementation of an inclusive education. At the macro level, these include the provision of clear directives for implementation of inclusive education by the appropriate authorities; the provision of well-structured professional teacher training and development programmes in inclusive classroom practices, as well as in barriers to learning and how to address them; and the provision of funding for school and classroom infrastructure and resources. At the micro level, these include the successful implementation by teachers of inclusive classroom practices and the provision of the necessary support for learners experiencing barriers to learning in their classrooms, including expert personnel, resources, and assistive devices.
- Full Text:
- Date Issued: 2019
- Authors: Skae, Vera Astrid
- Date: 2019
- Subjects: Early childhood education -- South Africa -- Eastern Cape -- Case studies , Education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92705 , vital:30722
- Description: Since 2001, South African teachers have been attempting to practise inclusive education in classrooms in ordinary, public schools. Previous research has shown the many challenges South African teachers face in our current educational environment. Strong arguments, however, have been made for more research to be done on actual teacher engagement with learners in our ordinary, public school classrooms, and the extent to which classroom practices are inclusive (Engelbrecht, Nel, Nel & Tlale, 2015, p. 3). This study sought to do an in-depth critical analysis of three foundation phase teachers and their engagement with learners in their classrooms at an Eastern Cape school. The aim was to examine how inclusive education was being enacted by the teacher with learners in real classroom settings, with particular attention paid to ways in which learners experience barriers to learning. A micro-level analysis was conducted in a single unit case study and using a qualitative research approach in an interpretive paradigm. Questionnaires, observations, and semi-structured interviews were conducted in an attempt to gather in-depth data. It was heartening to observe the extent to which inclusive education and practices were being enacted at the school and in the classrooms, and instructive in providing examples of what can work in the South African context. Key findings of this study include the generation of a framework for analysing inclusive classroom practice at the micro level. Criteria were identified as indicators of inclusive education of learners including those experiencing barriers to learning in the classroom. This study builds on and extends what has been developed at the macro and micro level of inclusive education in schools and in the classroom. It found that a number of challenges remain for enabling the implementation of an inclusive education. At the macro level, these include the provision of clear directives for implementation of inclusive education by the appropriate authorities; the provision of well-structured professional teacher training and development programmes in inclusive classroom practices, as well as in barriers to learning and how to address them; and the provision of funding for school and classroom infrastructure and resources. At the micro level, these include the successful implementation by teachers of inclusive classroom practices and the provision of the necessary support for learners experiencing barriers to learning in their classrooms, including expert personnel, resources, and assistive devices.
- Full Text:
- Date Issued: 2019
Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Date Issued: 2017
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Date Issued: 2017
The South Atlantic radiation anomaly
- Authors: Van Rooyen, H O
- Date: 1964
- Subjects: Terrestrial radiation , Atmospheric radiation , Geomagnetism , Electron precipitation , South Atlantic Ocean -- Radiation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5546 , http://hdl.handle.net/10962/d1013427
- Description: Part I. (1) An elementary treatment of the motion of charged particles in a magnetic field is presented. The concept of guiding centre motion is introduced, and is used in outlining the theory of particle drifts. (2 ) The motion of charged particles in the geomagnetic field is discussed, and the concept of adiabatic invariance introduced. (3) Mc Iliwains coordinates for mapping the distribution of charged particles trapped in the geometric field are defined and briefly discussed. (4) A survey of present knowledge of the Van Allen radiation zones is made. Particular attention is given to the distribution, characteristics, and variability of the trapped radiation. (5) The Cape Town magnetic anomaly, the Brazil radiation anomaly and the South Atlantic radiation anomaly are discussed. The electrons entering the South Atlantic radiation anomaly are shown to be those monitored over Iowa by the US satellite Injun I. Part 11. (1) It is shown how the geomagnetic field can, at high altitudes and over relatively short distances, be approximated by the field of a monopole. A new method is developed which enables one to plot the energy absorbed from an electron (which moves in a monopole field in the atmosphere) against altitude, given the initial energy and pitch angle of the electron. Some numerical computations using this method are described, and the results discussed. These results are used, in conjunction with US satellite Injun I for the Iowa region, to estimate the energy inout to the atmosphere in the South Atlantic radiation anomaly. The main approximations and simplifying assumptions made in this treatment, are discussed. (2) Geophysical effects generally recognized to be connected with the precipitation of charged particles are discussed. In the course of this discussion the two main theories of the connection between the radiation zones and the auroras are examined. (3) A preliminary discussion, based on the work summarized in point (1) of detectable geophysical events associated with the precipitation of electrons into the South Atlantic radiation anomaly is given. It is concluded that auroral emission, X-ray bursts, and ionospheric ionization in the E region should be more frequent and pronounced in the South Atlantic radiation anomaly than in any other region of comparable invariant latitudes and that the effects of atmospheric heating by precipitated electrons should be detectable over the anomaly. (4) An assessment is made of the value of the method referred to in point (1). Suggestions for its modification and extension are put forward. It is suggested that if more extensive rocket and satellite data on the low energy component of the electron flux become available, this method can be employed in a rigorous theoretical investigation of the South Atlantic radiation anomaly. Summary, p. 98-100.
- Full Text:
- Date Issued: 1964
- Authors: Van Rooyen, H O
- Date: 1964
- Subjects: Terrestrial radiation , Atmospheric radiation , Geomagnetism , Electron precipitation , South Atlantic Ocean -- Radiation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5546 , http://hdl.handle.net/10962/d1013427
- Description: Part I. (1) An elementary treatment of the motion of charged particles in a magnetic field is presented. The concept of guiding centre motion is introduced, and is used in outlining the theory of particle drifts. (2 ) The motion of charged particles in the geomagnetic field is discussed, and the concept of adiabatic invariance introduced. (3) Mc Iliwains coordinates for mapping the distribution of charged particles trapped in the geometric field are defined and briefly discussed. (4) A survey of present knowledge of the Van Allen radiation zones is made. Particular attention is given to the distribution, characteristics, and variability of the trapped radiation. (5) The Cape Town magnetic anomaly, the Brazil radiation anomaly and the South Atlantic radiation anomaly are discussed. The electrons entering the South Atlantic radiation anomaly are shown to be those monitored over Iowa by the US satellite Injun I. Part 11. (1) It is shown how the geomagnetic field can, at high altitudes and over relatively short distances, be approximated by the field of a monopole. A new method is developed which enables one to plot the energy absorbed from an electron (which moves in a monopole field in the atmosphere) against altitude, given the initial energy and pitch angle of the electron. Some numerical computations using this method are described, and the results discussed. These results are used, in conjunction with US satellite Injun I for the Iowa region, to estimate the energy inout to the atmosphere in the South Atlantic radiation anomaly. The main approximations and simplifying assumptions made in this treatment, are discussed. (2) Geophysical effects generally recognized to be connected with the precipitation of charged particles are discussed. In the course of this discussion the two main theories of the connection between the radiation zones and the auroras are examined. (3) A preliminary discussion, based on the work summarized in point (1) of detectable geophysical events associated with the precipitation of electrons into the South Atlantic radiation anomaly is given. It is concluded that auroral emission, X-ray bursts, and ionospheric ionization in the E region should be more frequent and pronounced in the South Atlantic radiation anomaly than in any other region of comparable invariant latitudes and that the effects of atmospheric heating by precipitated electrons should be detectable over the anomaly. (4) An assessment is made of the value of the method referred to in point (1). Suggestions for its modification and extension are put forward. It is suggested that if more extensive rocket and satellite data on the low energy component of the electron flux become available, this method can be employed in a rigorous theoretical investigation of the South Atlantic radiation anomaly. Summary, p. 98-100.
- Full Text:
- Date Issued: 1964
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