119 research outputs found
RETRACTED: Literacy lessons learnt from parents after attending a seven-week Home-School Partnership Programme
No full textNo abstract available.
Editorial expression of concern: The editor and publisher express a note of concern regarding this article “Literacy lessons learnt from parents after attending a seven-week Home-School Partnership Programme,” by Dowan Cozett and Janet Condy. It appears to be a duplicate publication triggered in the editorial office.
Kindly note that a retraction notice has been published for this article. See here; http://dx.doi.org/10.4102/sajce.v6i1.47
The development of an enabling self-administered questionnaire for enhancing reading teachers' professional pedagogical insights
No full textWord processed copy.Includes bibliographical references (leaves 235-252).There have been many national and provincial studies on children's literacy levels in recent years in South Africa. However, none has determined the teachers' own understandings of the core indicators of an effective reading teacher. During a preliminary feasibility study, the researcher was surprised to discover how many under-qualified teachers there were who had a limited professional understanding of current primary school reading instructions, approaches and practices. To assess more accurately these experienced teachers' perceived professional competencies in teaching reading, the current study reports the development, refinement, validation and implementation of a conveniently self-administered profile of professional competencies designated the "Core Indicators of an Effective Reading Teacher Questionnaire" (CIERTQ)
The Free-Trade Doctrine and Commercial Diplomacy of Condy Raguet
No full textCondy Raguet (1784-1842) was the first Charg%E9 d'Affaires from the United States to Brazil and a conspicuous author of political economy from the 1820s to the early 1840s. He contributed to the era's free-trade doctrine as editor of influential periodicals, most notably The Banner of the Constitution. Before leading the free-trade cause, however, he was poised to negotiate a reciprocity treaty between the United States and Brazil, acting under the authority of Secretary of State and protectionist apostle Henry Clay. Raguet's career and ideas provide a window into the uncertain relationship of reciprocity to the cause of free trade.Condy Raguet, Free Trade, Reciprocity, Trade Agreements, Brazil
Developing the language of thinking within a classroom community of inquiry: pre-service teachers’ experiences
No full textGreen, L. ; Condy, J. & Chigona, A. (2012). Developing the language of thinking within a classroom community of inquiry: pre-service teachers’ experiences. South African Journal of Education, 32(3): 319-330We argue that the “community of inquiry” approach, using reading materials
modelled on Lipman’s Philosophy for Children programme, is a theoretically justified
and teacher-friendly means of promoting effective thinking skills. The stimulus
materials, used by the pre-service teachers, consist of short stories of classroom life
designed to elicit children’s ideas for further discussion as a community of inquiry.
Research has shown that the community of inquiry approach to classroom discussion
is perceived positively by educators and teachers and makes a difference to learners.
This study explored how the Intermediate and Senior Phase pre-service teachers
experienced a classroom community of inquiry by using a qualitative research
design with 47 final year pre-service teachers. Data consisted of written reflections
from the whole class and recordings of two focus group interviews with selected
individuals from the group. From the analysis of the data, the following themes
became evident: personal and professional development, changes in learners, contextual
concerns, and curriculum links. We conclude that this approach is a valuable
addition to the pedagogical strategies of pre-service teachers
Dominant pedagogies used in three rural geography primary school classrooms in the west coast district
No full textThesis (MTech (Education))--Cape Peninsula University of Technology, 2015.The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research
Pre-service students’ perceptions and experiences of digital storytelling in diverse classrooms
No full textCondy, J., Chigona, A., Gachago, D.,& Ivala, E., 2012."Pre-service students’ perceptions and experiences of digital storytelling in diverse classrooms" - The definitive, peer-reviewed and edited version of this article is published in Turkish Online Journal of Educational Technology – July 2012, volume 11 Issue 3. link: http://www.tojet.net/articles/v11i3/11326.pdfThe purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student
teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing
diverse classrooms is one of the main challenges for all teachers. Digital storytelling can help manage such
classrooms. It facilitates the convergence of four student-centered learning strategies: student engagement,
reflection for deep learning, project-based learning, and the effective integration of technology into teaching. A
qualitative research approach was employed whereby twenty-nine written stories and a recording of a focusgroup
interview with purposively selected participants from the group was the data collection technique. The
results indicate that the digital storytelling approach exposed the students to new media literacies which prepared
them for the rich and diverse contexts which they will encounter in their teaching
The development of an enabling self-administered questionnaire for enhancing reading teachers' professional pedagogical insights
No full textI explore the development and refinement, validation and implementation of a questionnaire to define teachers' perceived professional competencies in teaching reading skills and strategies in Grades 1-7 classes in developing countries. Using the Concentrated Language Encounter (CLE) programme, implemented and expanded annually between 2001 and 2005 in 4 900 new classrooms in schools in South Africa, I gathered and analysed theoretically coherent feedback data from more than 1 000 qualified, active reading teachers to establish a set of competencies describing teachers' professional understandings of their pedagogical reading tasks. The study was grounded in the social constructivist, sociolinguistic and psycholinguistic theories originating from the works of Piaget, Vygotsky, Cambourne, and Goodman. Their foundational principles, together with the South African Revised National Curriculum Statement were defined and applied to the derivation of all items in the questionnaire. The questionnaire evolved through three phases of validation. Throughout phases two and three, several cautious varimax normalized factor analyses and scree plots were engaged to refine and develop the questionnaire, within the context of teaching reading in South African schools. The emerging teaching reading themes can be fed back to teachers to improve aspects of their teaching reading
Pre-service students’ perceptions and experiences of digital storytelling in diverse classrooms
No full textCondy, J., Chigona, A., Gachago, D.,& Ivala, E., 2012."Pre-service students’ perceptions and experiences of digital storytelling in diverse classrooms" - The definitive, peer-reviewed and edited version of this article is published in Turkish Online Journal of Educational Technology – July 2012, volume 11 Issue 3. link: http://www.tojet.net/articles/v11i3/11326.pdfThe purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student
teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing
diverse classrooms is one of the main challenges for all teachers. Digital storytelling can help manage such
classrooms. It facilitates the convergence of four student-centered learning strategies: student engagement,
reflection for deep learning, project-based learning, and the effective integration of technology into teaching. A
qualitative research approach was employed whereby twenty-nine written stories and a recording of a focusgroup
interview with purposively selected participants from the group was the data collection technique. The
results indicate that the digital storytelling approach exposed the students to new media literacies which prepared
them for the rich and diverse contexts which they will encounter in their teaching
Support strategies used by foundation phase teachers to enhance the social skills of learners with high functioning autism
No full textThesis (MEd (Education))--Cape Peninsula University of Technology, 2019This research identified and addressed the main research question: "What support strategies do Foundation Phase teachers use to enhance the social skills of learners with High Functioning Autism (HFA)". The researcher selected three schools which provided specific social skills training for their teachers who work with HFA learners. By observing what support strategies these teachers deployed, the researcher was able to build a knowledge base which could be shared with many teachers across the Cape Province who are involved with HFA learners, but who have not had structured training in such inclusive education environments. Four major points of interest have emerged to answer the research question and provide assistance to teachers who are challenged by their lack of information. These four support strategies most used by the teachers to enhance the social skills in HFA learners included: group work, structured play, social stories and visual aids with verbal motivation. The efficacy of these strategies depended upon the District Based Support Teams offering specialised assistance; the significant role that parental involvement plays; the contribution made by peer learners in an inclusive classroom; and the potential of this research to act as a guideline manual for teachers in rural and remote areas. Vygotsky’s socio-cultural theory and Bronfenbrenner’s ecological systems theory were used as the theoretical frameworks underpinning this study as they focus on the links between social interactions, cognitive development and the enhancement of social skills of FP learners with HFA. A qualitative, interpretative case-study research approach was followed using data from interviews and observations which were inductively analysed. Five teachers from three different schools were purposively selected to take part in this study
The construction and transformation of pre-service teacher’s individual social and professional identities during a digital storytelling module
No full text- …
