Log in

Relevant bibliographies by topics / Foundation phase learner / Journal articles

To see the other types of publications on this topic, follow the link: Foundation phase learner.

Journal articles on the topic 'Foundation phase learner'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Foundation phase learner.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Naidoo, U., and K. Reddy . "Perceptions of Educators of Reading Literacy; A Case Study of the Intermediate Phase in South African Primary Schools." Journal of Economics and Behavioral Studies 4, no. 10 (2012): 555–69. http://dx.doi.org/10.22610/jebs.v4i10.357.

Full text

Abstract:

The achievement of worldwide participation in education is essentially determined by the quality of education available. How well learners are instructed and how much they learn determines how regularly learners attend schools. Sound education is further affected by the following factors: time spent learning by learners, assessment methods for monitoring learner progress, styles of teaching, education spending, the language of instruction, and classroom organisation strategies (EFA Global Monitoring Report, 2005). However, the development of learnersâ€™ literacy in South Africa as a developing

APA, Harvard, Vancouver, ISO, and other styles

2

Barends, Zelda, and Carisma Nel. "Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes." South African Journal of Childhood Education 7, no. 1 (2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.435.

Full text

Abstract:

<span>Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day one. Thus, the quality and content of pre-service teacher preparation programmes features prominently in learner success. Research reveals that purposeful coordination between teacher preparation programmes and the school districts with which they partner, tightly aligned curricula and

APA, Harvard, Vancouver, ISO, and other styles

3

Bester, Suzanne, and Michè Conway. "Foundation phase teachers’ points of view on the viability of Response to Intervention in their school context." South African Journal of Education 41, no. 1 (2021): 1–12. http://dx.doi.org/10.15700/saje.v41n1a2058.

Full text

Abstract:

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants’ views regarding the viability of RtI for their school. Through exploring these teachers’ views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention withi

APA, Harvard, Vancouver, ISO, and other styles

4

Ndlovu, Blanche Ntombizodwa, and Dumsani Wilfred Mncube. "Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 185–98. http://dx.doi.org/10.26803/ijlter.20.1.10.

Full text

Abstract:

This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation

APA, Harvard, Vancouver, ISO, and other styles

5

Kok, Lyn. "A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views." South African Journal of Childhood Education 4, no. 1 (2014): 16. http://dx.doi.org/10.4102/sajce.v4i1.180.

Full text

Abstract:

<p>Teacher education for South African foundation phase education requires student<br />teachers to be prepared for teaching science concepts in an integrated programme in a<br />learning area known as life skills . This study examined the challenges faced by university<br />teachers of foundation phase student teachers in the development of science modules/<br />courses. The national curriculum for this subject aims to strengthen learner awareness<br />of social relationships, technological processes and elementary science (DBE 2011a). We<br />develop

APA, Harvard, Vancouver, ISO, and other styles

6

Bertram, Carol, Iben Christiansen, and Tabitha Mukeredzi. "Exploring the complexities of describing foundation phase teachers’ professional knowledge base." South African Journal of Childhood Education 5, no. 1 (2015): 22. http://dx.doi.org/10.4102/sajce.v5i1.355.

Full text

Abstract:

The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire

APA, Harvard, Vancouver, ISO, and other styles

7

Abdullah Al-Sakkaf, Abdullah, Mazni Omar, and Mazida Ahmad. "Theoretical Underpinnings of Learner Engagement in Software Visualization System: A Systematic Literature Review Protocol." International Journal of Engineering & Technology 7, no. 3.20 (2018): 35. http://dx.doi.org/10.14419/ijet.v7i3.20.18727.

Full text

Abstract:

Having a solid theoretical foundation is essential for designing an effective software visualization (SV) tool. Despite the decades of developing different SV tools, there are still doubts about their effectiveness. Furthermore, learner engagement plays an important role in building a successful SV tool. In programming education, the problem of the high failure rates among students is still unresolved. Therefore, there is a need to understand the theories behind the exciting SV tools from the engagement perspective in order to have a road map for future tool construction. Yet the factors influ

APA, Harvard, Vancouver, ISO, and other styles

8

Roberts, Nicky, and Hamsa Venkat. "Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson." South African Journal of Childhood Education 6, no. 1 (2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.

Full text

Abstract:

<p>In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is us

APA, Harvard, Vancouver, ISO, and other styles

9

Rakov, Sergiy. "QUALITY OF UKRAINIAN EDUCATION ACCORDING TO THE RESULTS OF PISA 2018 AND THE OECD PROJECT "FUTURE OF EDUCATION AND SKILLS 2030"." Educational Analytics of Ukraine, no. 2 (2020): 99–114. http://dx.doi.org/10.32987/2617-8532-2020-2-99-114.

Full text

Abstract:

Since its inception in 2000, the international comparative survey of education quality PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, t

APA, Harvard, Vancouver, ISO, and other styles

10

Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

Full text

Abstract:

<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br /&gt

APA, Harvard, Vancouver, ISO, and other styles

11

Luneta, Kakoma. "Foundation phase teachers’ (limited) knowledge of geometry." South African Journal of Childhood Education 4, no. 3 (2014): 16. http://dx.doi.org/10.4102/sajce.v4i3.228.

Full text

Abstract:

This study is about student teachers’ conceptual understanding of shapes. While the National Curriculum Statement stipulates that by the time learners exit high school they should have grounded knowledge of basic geometry and know shapes such as polygons and polyhedrons and their properties, this study finds that the majority of student teachers have limited knowledge of basic geometry and require not remedial, but re-learning of these basic concepts. The Van Hiele levels of geometric thought model is used as a lens to gauge and understand students’ knowledge of geometry. A cohort of 128 first

APA, Harvard, Vancouver, ISO, and other styles

12

Graven, Mellony. "Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments." South African Journal of Childhood Education 3, no. 2 (2013): 13. http://dx.doi.org/10.4102/sajce.v3i2.45.

Full text

Abstract:

In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the So

APA, Harvard, Vancouver, ISO, and other styles

13

Mashiya, Nontokoza. "Becoming a (male) foundation phase teacher: A need in South African schools?" South African Journal of Childhood Education 4, no. 3 (2014): 13. http://dx.doi.org/10.4102/sajce.v4i3.224.

Full text

Abstract:

This paper reports on a case study of male foundation phase pre-service students who were among the first cohort to specialise in the foundation phase since the inception of the programme at one South African university. The students reported on their experiences of teaching in a female-dominated field and their views about their preparedness to teach in the field. This qualitative study is interpretive in nature. Using purposive sampling, eighteen students were sampled from a population of twenty. Data was generated through focus group interviews and then analysed and categorised. The pattern

APA, Harvard, Vancouver, ISO, and other styles

14

McNeese, Michael D., and Nathan J. McNeese. "Intelligent Teamwork." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (2016): 153–57. http://dx.doi.org/10.1177/1541931213601035.

Full text

Abstract:

Intelligent teamwork means many things to many people. This paper provides a historical foundation to various elements of human-agent collaboration, leading to the identification of research needs and challenges that are often present when teamwork is seen from the vantage point of cognitive augmentation. A broad research framework consisting of four meshed phases derives from the historical foundation and research needs and challenges to help integrate multifarious considerations involving information, technology, people, and environment is presented. Examples and lessons learned associated w

APA, Harvard, Vancouver, ISO, and other styles

15

Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.

Full text

Abstract:

This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers in

APA, Harvard, Vancouver, ISO, and other styles

16

Nhase, Zukiswa, Chinedu I. O. Okeke, and Christian Sunday Ugwuanyi. "Using an inquiry-based approach to enhance grade 3 learners’ basic science concepts development." Cypriot Journal of Educational Sciences 16, no. 3 (2021): 1065–72. http://dx.doi.org/10.18844/cjes.v16i3.5825.

Full text

Abstract:

This study explored Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase

APA, Harvard, Vancouver, ISO, and other styles

17

Petersen, Belinda, Sharon McAuliffe, and Cornelis Vermeulen. "Writing and mathematical problem solving in Grade 3." South African Journal of Childhood Education 7, no. 1 (2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.483.

Full text

Abstract:

This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in m

APA, Harvard, Vancouver, ISO, and other styles

18

A Qari, Israa. "The Effect of Explicit Instruction of Requests on Saudi EFL learners using a pre-test, post-test Approach." Arab World English Journal 12, no. 1 (2021): 113–27. http://dx.doi.org/10.24093/awej/vol12no1.8.

Full text

Abstract:

The aim of the current study is to test whether explicit instruction of various L2 request forms can be a useful measure in developing Saudi learners’ linguistic and pragmatic competences. This study is based on the results obtained from a previous research investigating interlanguage requests. The findings in that study suggested that the second language learners were not aware of some of the request strategies which were exclusively employed by the British English native speakers. The aim and the question of this study is to find out whether explicit instruction of request strategies will be

APA, Harvard, Vancouver, ISO, and other styles

19

Kanjee, Anil, and Jane Mthembu. "Assessment literacy of foundation phase teachers: An exploratory study." South African Journal of Childhood Education 5, no. 1 (2015): 26. http://dx.doi.org/10.4102/sajce.v5i1.354.

Full text

Abstract:

This study explores foundation phase teachers’ assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional d

APA, Harvard, Vancouver, ISO, and other styles

20

Jansen van Vuuren, Eurika Naomi. "The Influence of Foundation Phase Male Teachers on Their Learners: A Musical Perspective." Muziki 16, no. 1 (2019): 100–116. http://dx.doi.org/10.1080/18125980.2019.1634486.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Galloway, G., Irene Roy, and Emmanuel O. Adu. "The Relationship between Pre-service Trainee Teachers and Learners in the Foundation Phase." International Journal of Educational Sciences 16, no. 1-3 (2017): 114–20. http://dx.doi.org/10.1080/09751122.2017.1311639.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Fritz, Annemarie, Caroline Long, Moritz Herzog, Lars Balzer, Antje Ehlert, and Elizabeth Henning. "Mismatch of the South African Foundation Phase Curriculum Demands and Learners’ Current Knowledge." African Journal of Research in Mathematics, Science and Technology Education 24, no. 1 (2020): 10–20. http://dx.doi.org/10.1080/18117295.2020.1724466.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Ruth Emsley, Maletšema. "Teachers' views on a double transit in Grade 4: From Foundation Phase to Intermediate Phase and from Indigenous Language to English." Journal of African Education 1, no. 3 (2020): 109–29. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a6.

Full text

Abstract:

South African Grade Four learners cannot read and comprehend written language in their own mother-tongue. In the midst of this challenge, the Language in Education policy prescribes that these learners should use English as Language of Learning and Teaching (LoLT). The primary objective of this study is to investigate the effects of double exit experienced in the transition from Grade 3 to Grade 4; and from indigenous language learning to learning in English. The study used semi-structured interviews in collecting data from 6 purposively sampled participants who teach Grade Four classes. Quali

APA, Harvard, Vancouver, ISO, and other styles

24

Loubser, Annemarie. "Research into Life Skills Education in the Foundation Phase: Is the Inclusion of Life Skills Really Necessary in Teaching Third World Foundation Phase Learners." International Journal of Learning: Annual Review 18, no. 11 (2012): 111–28. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47801.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Benjamin, Louis. "Evaluating the effectiveness of a metacognitive programme for disadvantaged learners in the Foundation Phase." South African Journal of Education 36, no. 1 (2016): 1–12. http://dx.doi.org/10.15700/saje.v36n1a627.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Booysen, Ria, and Mary Grosser. "The effect of cooperative learning on the thinking skills development of Foundation Phase learners." Education as Change 18, no. 1 (2013): 47–71. http://dx.doi.org/10.1080/16823206.2013.847010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Sekhukhune, C. D. "THE NARRATIVE OF DUAL MEDIUM IN A MULTILINGUAL CONTEXT OF A BLACK URBAN AREA IN GRADE R." International Journal of Educational Development in Africa 2, no. 1 (2015): 70–83. http://dx.doi.org/10.25159/2312-3540/128.

Full text

Abstract:

This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learnersâ€™ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewerâ€™s steps of analysis. Language code-switching and translation were mainly

APA, Harvard, Vancouver, ISO, and other styles

28

van Zyl, Carien, and Carlien van Wyk. "Exploring Factors That Could Potentially Have Affected the First 1000 Days of Absent Learners in South Africa: A Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2768. http://dx.doi.org/10.3390/ijerph18052768.

Full text

Abstract:

Background: The first 1000 days of life—from conception to the second birthday of children —is widely recognized as the most crucial development phase, which could have long lasting effects on the health and well-being of children throughout their lives. Purpose: The purpose of this study was to qualitatively explore and describe factors that could potentially have affected the first 1000 days of absent learners in the Foundation Phase within the Paarl-East community in the Western Cape of South Africa. Methods: The data for this qualitative descriptive study were collected through semi-struct

APA, Harvard, Vancouver, ISO, and other styles

29

Krishnamani, Somashekhar, and Yasmeen Haider. "Transfer of learning from executive education programs in developing economies: the key role of motivation." Development and Learning in Organizations: An International Journal 30, no. 1 (2016): 15–18. http://dx.doi.org/10.1108/dlo-05-2015-0051.

Full text

Abstract:

Purpose – The purpose of the paper is to empirically investigate transfer of learning and its relationship with the training super-system. Specifically, this paper looks at motivation to transfer as an indicator of a transfer condition. The paper will also provide information on individual factors, work place factors and design factors of training programs that facilitate transfer of learning. This study will also attempt to recommend a procedure for design and delivery of executive education programs that will facilitate transfer of learning by identifying variables that were hitherto not ide

APA, Harvard, Vancouver, ISO, and other styles

30

Ramaano, A., A. P. Kutame, N. P. Mudzielwana, et al. "Coping with Learners Experiencing Reading Problems in Tshivenda in Grade Two in the Foundation Phase." International Journal of Educational Sciences 10, no. 1 (2015): 8–12. http://dx.doi.org/10.1080/09751122.2015.11890333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Hugo, Anna Johanna. "A snapshot of the use of reading methods in primary schools in three provinces of South Africa." Per Linguam 37, no. 1 (2021): 28–44. http://dx.doi.org/10.5785/37-1-967.

Full text

Abstract:

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school

APA, Harvard, Vancouver, ISO, and other styles

32

Verbeek, Clare. "Critical reflections on the PGCE (Foundation Phase) qualification in South Africa." South African Journal of Childhood Education 4, no. 3 (2014): 15. http://dx.doi.org/10.4102/sajce.v4i3.225.

Full text

Abstract:

There is a crisis in provision of quality teaching in the foundation phase of schooling in South Africa. This article argues that the Postgraduate Certificate in Education (Foundation Phase) (PGCE(FP)) has potential to help address this crisis. The article draws on data from university admission policies, focused discussion between teacher educators from six universities, and a survey of registered PGCE(FP) students at one of these institutions. Through an examination of criteria for admission to the qualification, the article considers which students could potentially be recruited into teachi

APA, Harvard, Vancouver, ISO, and other styles

33

Tachie, Simon Adjei. "FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH." Problems of Education in the 21st Century 77, no. 4 (2019): 528–44. http://dx.doi.org/10.33225/pec/19.77.528.

Full text

Abstract:

The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way

APA, Harvard, Vancouver, ISO, and other styles

34

Sibanda, Lucy. "The readability of two Grade 4 natural sciences textbooks for South African schools." South African Journal of Childhood Education 4, no. 2 (2014): 22. http://dx.doi.org/10.4102/sajce.v4i2.209.

Full text

Abstract:

This paper, deriving from a larger study, evaluates the readability of two Grade 4 natural sciences textbooks used by learners who speak English as an additional language in two South African schools. The study is set within the context of the reading-related transitional challenges faced by English second language learners when they move from the foundation phase to the intermediate phase. Text readability is critical for educational achievement during this transition. The case study was conducted by means of a qualitative content analysis of factors that are not accommodated in the readabili

APA, Harvard, Vancouver, ISO, and other styles

35

Condy, Janet, and Bernita Blease. "What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?" South African Journal of Childhood Education 4, no. 2 (2014): 21. http://dx.doi.org/10.4102/sajce.v4i2.203.

Full text

Abstract:

A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges

APA, Harvard, Vancouver, ISO, and other styles

36

Mushipe, Melody, and Ugorji Iheanachor Ogbonnaya. "Geogebra and Grade 9 Learners’ Achievement in Linear Functions." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (2019): 206. http://dx.doi.org/10.3991/ijet.v14i08.9581.

Full text

Abstract:

Learners’ underachievement in mathematics is one major challenge in South Africa. Reports show that one of the topics that learners struggle with is functions. Many teachers also struggle to teach the topic effectively. The foundation of functions in the school mathematics curriculum is in the senior phase of schooling (Grades 7-9). Functions need to be taught effectively at the foundation level in order to ensure smooth content progression into the higher grades. Several studies globally have advocated the integration of graphing software with the teaching of some topics in mathematics includ

APA, Harvard, Vancouver, ISO, and other styles

37

Mudzielwana, N. P., S. A. Mulovhedz, R. M. Makhwathana, and T. J. Mudau. "Experiences of Teachers in Managing Learners with Anxiety Disorder to Promote Mental Health in the Foundation Phase." Journal of Psychology 7, no. 2 (2016): 93–100. http://dx.doi.org/10.1080/09764224.2016.11907849.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Zhang, Ruofei, Gary Cheng, and Xieling Chen. "Game-based self-regulated language learning: Theoretical analysis and bibliometrics." PLOS ONE 15, no. 12 (2020): e0243827. http://dx.doi.org/10.1371/journal.pone.0243827.

Full text

Abstract:

Game-based learning and self-regulated learning have long been valued as effective approaches to language education. However, little research has been conducted to investigate their integration, namely, game-based self-regulated language learning (GBSRLL). This study aims to conceptualise GBSRLL based on the combination of theoretical analysis, thematic evolution analysis, and social network analysis on the research articles in the fields of game-based language learning and self-regulated language learning. The results show that GBSRLL is a new interdisciplinary field emerging since the period

APA, Harvard, Vancouver, ISO, and other styles

39

Rerks-Ngarm, Supachai, Arthur E. Brown, Chirasak Khamboonruang, Prasert Thongcharoen, and Prayura Kunasol. "HIV/AIDS preventive vaccine ‘prime-boost’ phase III trial: foundations and initial lessons learned from Thailand." AIDS 20, no. 11 (2006): 1471–79. http://dx.doi.org/10.1097/01.aids.0000237362.26370.f8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Rosmani, Arifah Fasha, Ariffin Abdul Mutalib, and Siti Mahfuzah Sarif. "Asmaul Husna Mobile Application (AHMA): Foundation of the Prototype Design and Development." Journal of Computing Research and Innovation 6, no. 2 (2021): 142–53. http://dx.doi.org/10.24191/jcrinn.v6i2.229.

Full text

Abstract:

Asmaul Husna Mobile Application (AHMA) is a prototype mobile application based on an interaction model intended for use in heutagogy with undergraduates. This app was created and designed to increase students’ knowledge, perceived awareness, and perceived motivation for the learning material. When learners are assisted with signalling or cueing to focus their attention on the most appropriate resources, they demonstrate improved learning performance and significantly reduced cognitive load. The signalling principle’s effectiveness in enhancing learning outcomes by emphasising correspondences b

APA, Harvard, Vancouver, ISO, and other styles

41

De Silva, Chamellé René, and Margaret A. Hill. "Higher order reading skills and reader response theory: strategies for the classroom." International Journal for Innovation Education and Research 1, no. 2 (2013): 87–108. http://dx.doi.org/10.31686/ijier.vol1.iss2.105.

Full text

Abstract:

South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforced the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases, particularly comprehension. PIRLS (2006) highlights the areas of low achievement of South African learners by referring to strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. We argued for the inclusion of an alternative reading

APA, Harvard, Vancouver, ISO, and other styles

42

Willenberg, Ingrid. "Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats." South African Journal of Communication Disorders 54, no. 1 (2007): 20–28. http://dx.doi.org/10.4102/sajcd.v54i1.751.

Full text

Abstract:

International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In

APA, Harvard, Vancouver, ISO, and other styles

43

Mahwasane, N. P. "The Importance of the Relevance of Language of the Library Collection for the Foundation Phase Learners in Vhembe District." Journal of Social Sciences 52, no. 1-3 (2017): 39–46. http://dx.doi.org/10.1080/09718923.2017.1353759.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Mudzielwana, Ndileleni Paulinah. "Teachers’ Perception on Foundation Phase Learners Low Reading Performance: A Case Study of Four Rural Schools in South Africa." Studies of Tribes and Tribals 12, no. 1 (2014): 19–29. http://dx.doi.org/10.1080/0972639x.2014.11886683.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

D. W., Mncube, Hadebe-Ndlovu B., and Uleanya C. "Novice Teachers' Experiences of Teaching Visually Impaired Learners in the Foundation Phase: A Case of Inclusive KwaNyuswa Rural Schools." Universal Journal of Educational Research 9, no. 6 (2021): 1179–87. http://dx.doi.org/10.13189/ujer.2021.090607.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

P Makonye, Judah. "Teaching young learners pre-number concepts through ICT mediation." Research in Education 108, no. 1 (2019): 3–21. http://dx.doi.org/10.1177/0034523719840051.

Full text

Abstract:

This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they av

APA, Harvard, Vancouver, ISO, and other styles

47

Dewhurst, C. Kurt, and Timothy Lloyd. "The American Folklore Society-China Folklore Society Folklore and Intangible Cultural Heritage Project, 2013-2016." Museum Anthropology Review 13, no. 1 (2019): 59–68. http://dx.doi.org/10.14434/mar.v13i1.25405.

Full text

Abstract:

Emphasizing its museum-focused sub-project, this report describes the second phase of the China-US Folklore and Intangible Cultural Heritage Project (2013-2016). Supported by the Henry Luce Foundation, the larger project links these two national scholarly societies in a program of professional exchanges, scholarly meetings, and joint inquiry around issues of intangible cultural heritage policy and practice. The museum sub-project has included joint exhibition development work, travel to local communities in the United States and in Southwest China, and other collaborative initiatives. This rep

APA, Harvard, Vancouver, ISO, and other styles

48

Shafqat, Ali, Josef Oehmen, Torgeir Welo, and Pelle Willumsen. "The Cost of Learning from Failures and Mistakes in Product Design: Reviewing the Literature." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 1653–62. http://dx.doi.org/10.1017/dsi.2019.171.

Full text

Abstract:

AbstractIn the design phase of product development (PD) process, most new products face significant uncertainties and risks. Uncertainty is typically associated with a lack of information, while learning is a process that acquires information. Therefore, learning fast and at low cost decreases the uncertainty and increases the efficiency of the product design phase. This paper investigates the concept of the cost of learning in PD's design phase. Reviewing the literature, we conceptualize the cost of learning and review the learning methods considering three aspects in the design phase of the

APA, Harvard, Vancouver, ISO, and other styles

49

Salie, Maimona, Mokgadi Moletsane, and Robert Kananga Mukuna. "Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school." South African Journal of Education 40, no. 2 (2020): 1–9. http://dx.doi.org/10.15700/saje.v40n2a1455.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Bornman, Juan, Dana K. Donohue, Nolette Maré, and Dada Shakila. "Comparing Two Response Modes in a Mathematics Test for Learners in Foundation Phase with Severe Physical Disabilities: A South African Example." International Journal of Educational Sciences 14, no. 1-2 (2016): 37–44. http://dx.doi.org/10.1080/09751122.2016.11890477.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!