2024-03-28T16:05:59Zhttps://uir.unisa.ac.za/oai/requestoai:uir.unisa.ac.za:10500/288752022-05-22T14:53:38Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Mphahlele, Ramashego Shila
author
Nel, Norma
2022-05-22T14:53:36Z
2022-05-22T14:53:36Z
2018-12-01
Mphahlele, S., & Nel, N. (2018). Information Communication Technologies as a Support Strategy for Learners Experiencing Reading Difficulties. Per Linguam, 34(2), 1–13.
0259-2312
https://hdl.handle.net/10500/28875
One of the most significant current discussions in education departments around the world is reading difficulties. This article explores the use of information communication technologies (ICTs) to support learners experiencing reading difficulties in two public primary schools. For data collection purposes, a total of 18 school-based support team members and two learning support educators participated in this research through focus group interviews and observation. From the data collected, the teachers’ perceptions, attitudes, understanding, knowledge, values, feelings and experiences were analysed. The study was influenced by Vygotsky’s theory of cognitive development. From the findings, three themes were identified, namely, factors that contribute towards reading difficulties, the effects of reading difficulties and the effectiveness of ICTs in supporting learners experiencing reading difficulties. The most interesting finding was that ICTs as a support strategy proved to be vital in supporting learners experiencing reading difficulties.
en
Reading difficulties
Information Communication Technologies
Learning Support Educators
School Based Support Team
Support strategy
Information communication technologies as a support strategy for learners experiencing reading difficulties
Article
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URL
https://uir.unisa.ac.za/bitstream/10500/28875/1/INFORMATION%20COMMUNICATION%20TECHNOLOGIES%20AS%20A%20SUPPORT%20STRATEGY%20FOR%20LEARNERS%20EXPERIENCING%20READING%20DIFFICULTIES.pdf
File
MD5
256ff14bb281bb5b26798cce677c241d
627501
application/pdf
INFORMATION COMMUNICATION TECHNOLOGIES AS A SUPPORT STRATEGY FOR LEARNERS EXPERIENCING READING DIFFICULTIES.pdf
oai:uir.unisa.ac.za:10500/288722022-05-20T07:17:49Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Mphahlele, Ramashego Shila Shorty
2022-05-20T07:17:48Z
2022-05-20T07:17:48Z
2019-10-14
2223-7682
https://hdl.handle.net/10500/28872
Background: In the history of early childhood education (ECE), language is viewed as key in
teaching and learning. Children in the ECE are mostly confined to verbal communication
which, to a certain extent, restricts their imagination and inventive ability. Loris Malaguzzi, the
founder of the Reggio Emilia educational philosophy, initiated the Hundred Languages of
Children (HLC) as a pedagogical approach to enable children to interact and communicate.
Aim: This study aims to explore the role of HLC through the experiences and views of the four
ECE practitioners in the Gauteng province. Drawing on Gardner’s theory of multiple
intelligences, the author argues that ECE children possess different kinds of minds, and
therefore they learn in different ways.
Setting: Two Early Childhood centres in the Gauteng Province of South Africa were selected
for this study because they had adopted Malaguzzi’s HLC approach to constructing concepts
to help children structure knowledge and organise learning.
Methods: The author used one-on-one interviews to get ECE practitioners’ experiences on
using Malaguzzi’s HLC. To corroborate the interviews’ data, the author conducted classroom
observations and document analysis.
Results: The participants viewed Malaguzzi’s HLC as an enabler to meet the requirement of
the two sets of curricula from the Department of Social Development (the National Curriculum
Framework for children from 0 to 4 years) and from the Department of Basic Education (the
Curriculum Assessment and Policy Statement for 5-year-old children).
Conclusion: The findings show a paradigm shift, as children become active constructors of
their own knowledge.
en
Documentation
Early Childhood Education
Hundred Languages of Children
Multiple Intelligence
Regio Emilia Pedagogical Approach
Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education
Article
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URL
https://uir.unisa.ac.za/bitstream/10500/28872/1/Exploring%20the%20role%20of%20Malaguzzi%e2%80%99s%20%e2%80%98Hundred%20Languages.pdf
File
MD5
c256f5d7ffff983a0d4b82e0ee440ea9
971415
application/pdf
Exploring the role of Malaguzzi’s ‘Hundred Languages.pdf
oai:uir.unisa.ac.za:10500/264442020-06-03T18:14:11Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Govender, Poomoney
2020-06-03T18:14:11Z
2020-06-03T18:14:11Z
2018-05-01
Govender, P., 2018. Grade 3 teachers’ formative assessment practices in selected mathematics lessons (Doctoral dissertation, University of Johannesburg).
http://hdl.handle.net/10500/26444
This study responds to critical knowledge gaps evident in current literature about how formative assessment is enacted by foundation phase teachers in mathematics in South African public schools. Furthermore, the literature study that I conducted revealed that most of the current research conducted in public primary schools focused on learner performance with emphasis on summative assessment, hence delimiting the importance of formative assessment as a strategic tool in improving learner performance. The aim of this study was to explore how Grade 3 teachers enact formative assessment in mathematics teaching. I therefore investigated teachers’ understanding of formative assessment, what teachers know about how children learn mathematics, how teachers use their knowledge of childrens’ thinking to plan and enact formative assessment and what support is needed by Grade 3 teachers to enact formative assessment in mathematics classrooms.
Cultural Historical Activity Theory (CHAT) as propounded in third generation activity theory (AT) by Engeström (1987) served as the analytical framework for this study. Third generation AT which focuses on the interaction between a person or group (subject), a goal, motivation, or problem (object) and mediational interaction with (tools) as well as the intersection with the activity system leading to (outcome/s). This heuristic assisted me to conduct a systemic analysis of all inter-dependencies that had a bearing on how Grade
3 teachers enacted formative assessment and what additional support they required to enact formative assessment in mathematics classrooms.
This study followed a case study research design through a qualitative research approach. I started with a sample of 12 teachers in a selected school district in Tshwane in the Gauteng Province. The teachers were selected through a convenience sampling technique. The data was collected through two focus group interviews from these twelve teachers (divided into six each) as a pilot exploration. I then selected four teachers through purposive sampling. Data was collected through lesson observation, document analysis and four stimulated recall interviews from these four teachers.
vii
The data was analysed through a content analysis technique, utilising Microsoft Macros which assisted me to segment all the data. I thereafter conducted pattern matching of the data. Finally, the data was coded, categorised and thematised.
The core finding demonstrated that, although teachers know about how children learn and that they can align their teaching to how children learn, they struggle to enact formative assessment effectively. Furthermore, while teachers recognise the importance of formative assessment, they do not implement formative assessment skills in an integrated way. The core finding of the study was that teachers’ formative assessment practices are constrained by tensions of the activity system.
This study contributes to the body of knowledge of formative assessment by highlighting relevant discords around challenges and successes pertaining to the enactment of formative assessment. The study also contributes to the research methodological body of knowledge on classroom observation of formative assessment where researchers will be able to replicate this study in different contexts. Finally, the study contributes by way of recommending strategies to policy makers and curriculum designers and education planners on the need to integrate formative assessment in a balanced way focusing on assessment for learning to enhance the quality of teaching and learning, hence improving learners’ performance.
en_US
Formative assessment, mathematics classroom practices, learning outcomes
Grade 3 teachers’ formative assessment practices in selected mathematics lessons
Dissertation
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URL
http://uir.unisa.ac.za/bitstream/10500/26444/1/Grade%203%20teachers%27%20formatve%20assessment%20practices%20in%20selected%20mathematics%20lessons.pdf
File
MD5
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Grade 3 teachers' formatve assessment practices in selected mathematics lessons.pdf
oai:uir.unisa.ac.za:10500/273412021-05-20T07:54:57Zcom_10500_3752com_10500_6419com_10500_4671col_10500_3753col_10500_14132
UnisaIR
author
Ndou, Nndwamato
2021-05-20T06:58:24Z
2021-05-20T06:58:24Z
2021-03
Nndwamato Ndou (2020) Educators’ Views on the Provision of Quality Education at Selected Public Schools in Limpopo Province, Africa Education Review, 17:4, 3-16, DOI: 10.1080/18146627.2020.1868067
https://doi.org/10.1080/18146627.2020.1868067
This article focuses on the assessment of the progress made on the provisioning of quality education at selected public schools in Limpopo province. Qualitative research methodology was used as the author was interested in collecting data on the experiences, perceptions, and views of the research participants. Three research instruments for data collection were employed, namely participant observation, document analysis, and interviews. Purposive sampling was used to select participants who were likely to be knowledgeable and experienced on the phenomenon under study. Ten educators were sampled from public primary and secondary schools. The findings revealed that after the 1994 democratic elections in South Africa, few changes on the provisioning of quality education in Limpopo Province happened. The negative attitudes of the educators towards transformational policies, lack of competency of the educators in teaching reading and numeracy, lack of equitable distribution of resources to public schools, and lack of induction and in-service training of educators were amongst the contributing factors hampering effective provisioning of quality education. The author recommends recruitment of highly qualified and experienced educators, induction of newly appointed educators, continuous in-service training and mentoring, and development of guidelines or prescripts on the implementation of education policies as the tools that can enhance the provisioning of quality education at public schools.
Quality education
education system
education system
effectiveness
implementation
assessment
Educators’ views on the provision of quality education at selected public schools in Limpopo province
Article
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URL
http://uir.unisa.ac.za/bitstream/10500/27341/3/Educators%20views%20article%20revised%20version%2020%20February%202020.pdf
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MD5
ac0b438b74f6fed47126ea8048a91423
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Educators views article revised version 20 February 2020.pdf
oai:uir.unisa.ac.za:10500/264432020-06-03T17:38:04Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Govender, Poomoney
2020-06-03T17:38:04Z
2020-06-03T17:38:04Z
2018-11-01
Govender, P., 2018. E-tutors’ pedagogical practices in a selected open and distance learning university in South Africa. Progressio, 40(1), pp.1-16.
0256-8853
http://hdl.handle.net/10500/26443
With the rapid growth of technology and educational innovations, e-tutoring is gaining widespread recognition among researchers and educators in an open distance learning (ODL) environment. Given the expanding interest and demand for e-tutoring, coupled with the growing concern that there are no significant differences in learning outcomes between face-to-face instruction and online teaching, it has become imperative to investigate the pedagogical practices of e-tutors. It is against this background that the study was conducted to investigate e-tutors’ practices in the facilitation of learning in an ODL environment. This study followed a qualitative research approach using a case-study design, which included six e-tutors from a selected module in an undergraduate programme in the Department of Early Childhood Education. Data was collected through open-ended questionnaires and document analysis of discussion forum postings from the e-tutor sites. The study showed that the pedagogical strategies used by e-tutors are not fully aligned to the principles of ODL instruction and this compromised the quality of teaching and learning. Based on these findings, recommendations are made for the professional development of both academics and e-tutors.
en_US
e tutors, pedagogical practices open and distance elearning
facilitation
Research Subject Categories::TECHNOLOGY
E-tutors’ pedagogical practices in a selected open and distance learning university in South Africa.
Article
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URL
http://uir.unisa.ac.za/bitstream/10500/26443/1/E%20tutors%27%20pedagogical%20practices%20in%20a%20selected%20open%20and%20distance%20learning%20institution%20in%20South%20Africa.pdf
File
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E tutors' pedagogical practices in a selected open and distance learning institution in South Africa.pdf
oai:uir.unisa.ac.za:10500/264452020-06-03T18:27:06Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Govender, Poomoney
2020-06-03T18:27:06Z
2020-06-03T18:27:06Z
2011-05-01
1. Govender, P., 2011. Implementation of the foundations for learning programme in numeracy: experiences of grade three teachers in the Ekurhuleni South District (Masters dissertation, University of Johannesburg).
http://hdl.handle.net/10500/26445
The primary aim of this study was to explore and gain a deeper insight of the experiences of grade three teachers implementing the Foundations for Learning Programme (FFLP) that was launched in 2008. This study commenced at a time when the FFLP was being touted as a potentially strong campaign, in as far as, supporting and guiding Foundation Phase teachers in the classroom. I was for this reason motivated to investigate the extent to which teachers are experiencing the FFLP positively or negatively.
The research strategy that I employed for this study was grounded within an interpretative research paradigm underpinned by Generic Qualitative Research method. The primary data collection strategy for this Generic Qualitative study was based on an in-depth interview conducted with ten grade three educators from five different schools (one school from each of the five quintiles) within the Ekurhuleni South School District administered by the Gauteng Department of Education. The non-probability sampling strategy was used to select the sample for this study. The five schools were selected using convenience sampling. The ten teachers were selected using the purposive sampling method. The data gleaned was analysed using the constant comparative method (CCM) of data analysis. The CCM allowed the researcher to search for recurring themes and patterns. After in-depth abstraction from the transcripts, four major themes emerged, namely; teacher’s perceived lack of understanding of the FFLP, positive and negative experiences in following the specifications and guidelines contained in the FFLP, administrative challenges in implementing the FFLP and the perceived lack of school and district support for grade three teachers.
From the findings, it was clear that the majority of the participants enjoyed ambivalent (i.e. a mixture of positive and negative) experiences of the FFLP. The findings also revealed that the ambivalent experiences were not confined to any one particular quintile ranked school, i.e. participants from schools in all five quintile ranking related both positive and negative experiences. Another finding from this study points to the fact that there is no one singular cause for the lack of implementation of the FFLP amongst the participants.
The study concludes by providing seven recommendations, namely; the immediate need for change management in schools and school districts; the need for continuous professional development for teachers, the need for capacity development for school management team members (SMT); the need to review budgeting and resource allocation; the need for advocacy and marketing of the FFLP and the need for collaboration and networking amongst all stakeholders within the school educational landscape.
en
Foundations for learning programme, implementation, mathematics, curriculum, foundation phase
Implementation of the foundations for learning programme in numeracy: experiences of grade three teachers in the Ekurhuleni South District
Thesis
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URL
http://uir.unisa.ac.za/bitstream/10500/26445/2/Implementation%20of%20the%20foundations%20for%20learning%20programme%20in%20numeracy.pdf
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MD5
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1850410
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Implementation of the foundations for learning programme in numeracy.pdf
oai:uir.unisa.ac.za:10500/288742022-05-22T13:35:20Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Mphahlele, Ramashego Shila Shorty
2022-05-22T13:35:20Z
2022-05-22T13:35:20Z
2020
Mphahlele, R. S. (2020). Online learning support in a ubiquitous learning environment. In G. Durak, & S. Çankaya (Eds.), Managing and designing online courses in ubiquitous learning environments (pp. 1-18). Hershey, Pennsylvania: IGI Global. doi:10.4018/978- 1-5225-9779-7.ch001.
2327- 1892
https://hdl.handle.net/10500/28874
The ubiquitous learning environment (ULE) is both an ontological and epistemological problem. For
most scholars, ULE provides an interoperable, pervasive, and seamless learning architecture to connect,
integrate, and share three major dimensions of learning resources: learning collaborators, learning
contents, and learning services. Furthermore, ULE is described as an educational paradigm that
mainly uses technology for curriculum delivery. Through reflection and exploration, this chapter argues
that online learning support has a symbiotic relationship with ULE because the student, at some point,
should move beyond the “text” level into concepts and conceptual organization schemes (ontologies).
In line with this viewpoint, this chapter problematizes the gap created by real-world and digital-world
resources—and argues that online learning support for teaching and learning processes have not yet
emulated ULE as an important pedagogical resource.
en
Artificial intelligence
Digital world
L:earning styles
Mobile Assisted Learning
Open Distance and e-Learning
Pedagogical Resource
Radio Frequency Identification
Traditional Classroom
Online Learning Support in a Ubiquitous Learning Environment
Book chapter
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URL
https://uir.unisa.ac.za/bitstream/10500/28874/1/Online-Learning-Support-in-a-Ubiquitous-Learning-Environment.pdf
File
MD5
c5cb9ae2527ad257dcc0f9d94ca111ea
521909
application/pdf
Online-Learning-Support-in-a-Ubiquitous-Learning-Environment.pdf
oai:uir.unisa.ac.za:10500/278252021-08-19T12:37:01Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Govender, Poomoney
2021-08-19T12:37:00Z
2021-08-19T12:37:00Z
2020
Govender, P., 2020. Insights into Grade 2 teachers’ enactment of formative assessment in mathematics in selected priority schools in Gauteng. South African Journal of Education, 40(2), pp.S1-S10.
http://hdl.handle.net/10500/27825
Assessment for learning; curriculum coverage; formative assessment; mathematics
en
Insights into Grade 2 teachers' enactment of formative assessment in mathematics in selected priority schools in Gauteng
Article
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URL
http://uir.unisa.ac.za/bitstream/10500/27825/1/Insights%20into%20Grade%202%20teachers%20formative%20assessment%20in%20mathematics%20in%20selected%20priority%20schools%20in%20Gauteng.pdf
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Insights into Grade 2 teachers formative assessment in mathematics in selected priority schools in Gauteng.pdf
oai:uir.unisa.ac.za:10500/288732022-05-20T07:42:12Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
author
Mphahlele, Ramashego Shila Shorty
author
Bawani, Elisa Leungo
2022-05-20T07:42:12Z
2022-05-20T07:42:12Z
2021-03-04
Bawani, E.L. & Mphahlele, R.S.S., 2021, ‘Investigating the role of teacher training of reception teachers in implementing the preprimary curriculum in Francistown, Botswana’, South African Journal of Childhood Education 11(1), a882. https://doi.org/ 10.4102/sajce.v11i1.882
2223-7682
https://hdl.handle.net/10500/28873
Background: Teachers emerge as main role players guiding the process of curriculum
implementation across all levels of education. At early childhood development (ECD) level,
curriculum implementation is unique, but emphasis on teacher training is essential as it
influences teachers’ efficacy in promoting holistically developed children. Upon realising the
significance of ECD, Botswana effected the Pre-primary Curriculum Framework (PCF) to
guide teachers in teaching children.
Aim: This article aims to investigate the role of teacher training in implementing the Botswana’s
PCF in Francistown. Bandura’s social cognitive learning theory (SCLT) and Wenger and
Wenger-Trayner’s communities of practice (CoP) were used as they both advocate for teacher
mentoring programmes and partnerships to assist teachers towards effectiveness in curriculum
implementation.
Method: Interviews, document analysis and observations were employed as data collection
tools.
Results: Despite the support given to teachers towards implementing the Botswana’s PCF,
they are still faced with challenges such as lack of training, supervision and shortage of
materials.
Conclusion: For teachers to effectively implement Botswana’s PCF, there is a need for
transforming policies on conducting in-service teacher training such as the use of a needs
assessment protocol.
en
Curriculum Framework
Curriculum implementation
Pre-primary
Reception teachers
Teacher training
Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana
Article
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URL
https://uir.unisa.ac.za/bitstream/10500/28873/1/SAJCE%202021_%20Bawani%20%26%20Mphahlele.pdf
File
MD5
77752e8537824246b626ad6c1c5fceb2
841757
application/pdf
SAJCE 2021_ Bawani & Mphahlele.pdf
oai:uir.unisa.ac.za:10500/264422020-06-03T17:08:11Zcom_10500_6419com_10500_4671col_10500_14132
UnisaIR
2020-06-03T17:08:10Z
2020-06-03T17:08:10Z
2019-10-21
1. Govender, P., 2019, ‘Formative assessment as ‘formative pedagogy’ in Grade 3 mathematics’, South African Journal of Childhood Education 9(1), a739. https:// doi.org/10.4102/sajce.v9i1.739
2223-7682.
http://hdl.handle.net/10500/26442
BACKGROUND: Formative assessment, as an integral component of teaching, has recently gained prominence in educational environments globally. Poor performances in mathematics by learners in early grades, and its negative effect on later learning, have been an ongoing concern in South African schools. Several former studies tend to generalise the pedagogical reasons for learners' underperformance in Foundation Phase teaching.
AIM: This case study of selected Grade 3 teachers examined how the teachers integrated formative assessment into their pedagogy, with the purpose of gaining insight into teachers' understanding of the developmental aspects of learning in mathematics
SETTING: This study was conducted at four schools in a selected district in the Gauteng Province.
METHODS: Data were mainly collected through focus group interviews and observations of at least three classroom sessions for each teacher of mathematics, thereby gaining an overview of their formative assessment practices.
RESULTS: This article reports on the two strongest themes to have emerged from the case study, which were teachers' tokenistic use of 'Assessment for Learning' strategies and teachers' awareness of learning processes and curriculum requirements.
CONCLUSION: The study's main conclusion was that teachers are likely to practise formative assessment more intuitively if they had a sound knowledge of children's mathematical cognition and conceptual development. This study pointed out that formative assessment is a co-constructed activity involving the teacher, the learner and peers rather than a teacher-directed activity. The study recommends how continuous professional learning initiatives can design initiatives that integrate research-based knowledge of children's learning of early grades mathematics.
en_US
Research Subject Categories::MATHEMATICS
Formative assessment as' formative pedagogy 'in Grade 3 mathematics.
Article
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URL
http://uir.unisa.ac.za/bitstream/10500/26442/1/Formative%20assessment%20as%20formative%20pedagpogy%20in%20Grade%203%20mathematics.pdf
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73daaec9d5d81026122bb194caee9717
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application/pdf
Formative assessment as formative pedagpogy in Grade 3 mathematics.pdf