Faculty of Education
http://hdl.handle.net/11394/5
2024-03-29T09:29:22ZTeachers’ instructional strategies of teaching reading comprehension in grade three: a case study of three primary schools in the Western Cape
http://hdl.handle.net/11394/10694
Teachers’ instructional strategies of teaching reading comprehension in grade three: a case study of three primary schools in the Western Cape
Arend, Mareldia
This study investigates the instructional strategies employed in teaching reading
comprehension in Grade Three. The aim is to address gaps in knowledge by identifying
teachers’ reading comprehension strategies. A deeper understanding of these strategies
contributes to literacy development and enhances our understanding of reading and associated
policies.
This study is grounded in the principles of Piaget’s cognitive constructivism and Vygotsky’s
social constructivism. It demonstrates how diverse reading instructional strategies mediate the
process of reading, aiming to improve reading skills and foster comprehension. Using a
qualitative approach and a multiple case study design, nine participants were purposefully
selected from three primary schools in the Western Cape. Data were gathered through
document analysis, observations, and semi-structured interviews, with thematic analysis
employed for data analysis.
Participants’ reading instruction aligns with the goals and aims of the Grade Three Curriculum
and Assessment Policy. However, the study findings do not necessarily correlate with
improved literacy outcomes. The participants predominately relied on the questioning strategy,
with research-based reading strategies not consistently recognized or utilised.
Magister Educationis - MEd
2024-01-01T00:00:00ZAn investigation of a socio-culturally and linguistically responsive teaching model: a case of english as a second language (ESL) teachers in a senior primary school of ||Kharas region in Namibia
http://hdl.handle.net/11394/10687
An investigation of a socio-culturally and linguistically responsive teaching model: a case of english as a second language (ESL) teachers in a senior primary school of ||Kharas region in Namibia
Iitula, Leena Kaunapawa
This study aims to investigate a culturally and linguistically responsive pedagogy (CLRP) in
the English as a Second Language (ESL) classroom. The pedagogy advocates for language
instruction that is relevant to the learners’ frame of reference in terms of cultural and linguistic
experiences. Namibia is a multi-cultural and multi-lingual society, and English is the language
of instruction in schools from Grades 4–12 as well as the official language of the country.
Studies on cultural and linguistic responsiveness are prominent in countries such as the USA
due to the increasing number of culturally and linguistically diverse learners with limited
exposure to the English language (Bellas, 2015). In Namibia, most learners have limited
exposure to the English language, although it is the official language and the language
commonly taught as a second language. Most of the Namibians’ mother tongue is one of the
indigenous languages or one of the foreign languages (Hamakali & Mbenzi, 2016). This study
deems it necessary to investigate a socio-culturally and linguistically responsive pedagogy in
the diverse Namibian ESL classroom context where learners bring to the classroom a wealth
of varied cultural and linguistic experiences that can serve as funds of knowledge in the
learning of ESL.
Doctor Educationis
2024-01-01T00:00:00ZThe enhancement of psychosocial support for foundation phase learners who experience psychosocial challenges at one no-fee school in the Cape Metropole
http://hdl.handle.net/11394/10686
The enhancement of psychosocial support for foundation phase learners who experience psychosocial challenges at one no-fee school in the Cape Metropole
Brown, Alzette
Psychosocial support has been identified as a priority action area by the Department of
Basic Education in South Africa. It is therefore a pivotal part of teaching and learning,
especially for vulnerable learners who attend schools in low socio-economic communities
that face various social challenges such as poverty, violence and substance abuse. The
Care and Support for Teaching and Learning policy document emphasises the importance
of psychosocial support provision to alleviate the impact of the psychosocial challenges
experienced by learners, thus creating opportunities for all learners to develop holistically.
This study explored the psychosocial challenges experienced by foundation phase learners
at a no-fee school in the Cape Metropole. The study was guided by Bronfenbrenner’s
ecological systems theory and Erikson’s psychosocial theory of development.
Magister Educationis - MEd
2024-01-01T00:00:00ZThe introduction to integers in a grade 7 classroom through an intentional teaching strategy
http://hdl.handle.net/11394/10684
The introduction to integers in a grade 7 classroom through an intentional teaching strategy
Soga, Mncedisi Help
This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study analysed the effect of an intentional teaching strategy on learners’ engagement with integers. The idea of combining an intentional teaching strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this study unique. A qualitative study was adopted. Data was collected by means of audio and video and also by means of learners’ completed worksheets. The results of the study indicate that the majority of learners could recognise, compare and order integers. It is recommended that the application of intentional teaching with a temperature model is a viable strategy to introduce grade 7 learners to integers.
Magister Educationis - MEd
2017-01-01T00:00:00Z