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Journal articles on the topic 'Intermediate Phase Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Phala, Thembi, and Anna Johanna Hugo. "Reading problems in the Intermediate Phase: Grade 4 teachers’ opinions." Journal for Language Teaching 50, no. 2 (2018): 167. http://dx.doi.org/10.4314/jlt.v50i2.8.

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Sibanda, Senzeni, and Awelani M. Rambuda. "The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 8 (2021): 300–320. http://dx.doi.org/10.26803/ijlter.20.8.18.

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The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to

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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.

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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

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Ntsala, Sekanse Abiner. "Promoting meaningful assessment in an overcrowded English First Additional Language Intermediate Phase classroom." Per Linguam 37, no. 1 (2021): 68–78. http://dx.doi.org/10.5785/37-1-946.

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This article provides prospects on how English First Additional Language (FAL) teachers working in overcrowded intermediate phase classrooms can assess meaningfully. It is in response to numerous reports that highlight the poor performance in English First Additional Language by South African intermediate learners. Seeing that overcrowdedness has been singled out as one of the possible causes of this reality, this paper integrates overcrowdedness as an important variable. This work, informed by the complexity theory, was steeped in phenomenology as a research design, resulting in the use of th

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Makokotlela, Matlala. "Exploring Teachers’ Views Regarding Environmental Education Implementation in the Intermediate Phase: A South African Perspective." International Journal of Pedagogy and Curriculum 28, no. 1 (2021): 57–70. http://dx.doi.org/10.18848/2327-7963/cgp/v28i01/57-70.

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Orosz, Agnes, Mirdelio Monzón, and Paola Velasco. "Ecuadorian Teachers’ Perceptions of Teaching English: Challenges in the Public Education Sector." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 229–49. http://dx.doi.org/10.26803/ijlter.20.3.14.

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The current English curriculum in Ecuador requires high-school students graduate with an intermediate (B1) level. Attaining this target depends on several factors, such as teaching strategies employed in class and teacher training opportunities offered. Ecuador is ranked low for English language proficiency and, therefore, an exploratory approach has been conducted as the main data collection method to investigate the possible reasons for poor performance. In the previous phase of an overarching research project, round table discussions were held to explore themes related to English teachers’

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Ntsala, Sekanse Abiner, Mariette Koen, and Irma Loock. "Investigating teaching strategies for reading in the Motheo Education District." Journal for Language Teaching 51, no. 1 (2021): 249–69. http://dx.doi.org/10.4314/jlt.v51i1.10.

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This study investigated the English FAL teachers’ knowledge and their use of reading methods. A mixed method approach was followed, where both qualitative and quantitative research methods were combined. Qualitative methods preceded quantitative methods. During the first phase of the study 8 teachers who teach English FAL in the intermediate phase were interviewed. For the second phase of the study, a questionnaire was distributed to 80 teachers in the different towns in the Motheo education district. Most of the participants teach in the township schools where the learners learn in English an

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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.

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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

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Rahman, Taufik. "MANAGEMENT OF ONLINE BASIC LEVEL OF LEVELED TRAINING FOR TO IMPROVE THE COMPETENCE OF EARLY CHILDHOOD AND CARE EDUCATION (ECCE) TEACHERS (Case Study at PP PAUD and DIKMAS West Java)." Empowerment 7, no. 2 (2018): 313. http://dx.doi.org/10.22460/empowerment.v7i2p313-318.923.

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Abstract The Center for Development of Early Childhood Education and Community Education (PP PAUD and Dikmas) West Java has programmed Online Basic Level of Leveled Training for Early Childhood and Care Education (ECCE) Teachers. The Leveled Training consists of basic, intermediate, and advance level which are constructed to improve the competence of three levels of ECCE teachers (junior assistance, assistance, and ECCE teachers), continuously and gradually. The online basic level training is supposed to provide junior assistant of ECCE teacher with minimum competency.The focus this study is t

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Khanolainen, Daria. "Attitude of Russian teachers towards the new standards." Quality Assurance in Education 27, no. 3 (2019): 254–68. http://dx.doi.org/10.1108/qae-03-2018-0027.

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Purpose In 2010, the Russian Federation began introducing the new educational standards as a national reform designed to improve education quality. This study aims to identify how teachers feel about the reform to evaluate its intermediate effects. Design/methodology/approach The study took place in Tatarstan, one of the regions of Russia. The mixed-methods sequential explanatory design was used: the first phase involved a survey for 123 teachers and at the second phase 10 teachers participated in semi-structured face-to-face interviews. Findings The findings of the study reveal that most teac

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Athiemoolam, Logamurthie. "Using drama-in-education to Facilitate Active Participation and the Enhancement of Oral Communication Skills among First Year Pre-service Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (2013): 49–63. http://dx.doi.org/10.33178/scenario.7.2.4.

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This study provides an evaluation of a program in drama-in-education aimed at enhancing the English oral communication skills among a cohort of 63 first year intermediate phase (English second language) teachers and to establish to what extent they would be prepared to use such creative approaches in their classes as potential teachers. The data for this in-depth qualitative case study was collected through observation of their dramatic presentations, informal interviews with them based on their drama-in-education experiences and written accounts of their learning. The findings suggest that th

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Rashtchi, Mojgan, and Fatemeh Pirali. "Teaching Word Formation Rules and Vocabulary Knowledge Expansion: Proactive Versus Reactive Focus on Form." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 199. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.199.

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Focus on form (FonF) instruction has been the source of much debate in the domain of SLA and different studies have addressed its impact on different language skills and sub skills. The present study employed proactive and reactive FonF instructions to teach word formation rules to enhance the learners’ vocabulary knowledge. In order to obtain comprehensive results, we adopted a mixed methods design and performed the study in three phases with six different groups of learners. Two groups of the pre-intermediate learners in each phase were selected and assigned to reactive and proactive FonF in

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Kathard, Harsha, Daisy Pillay, and Mershen Pillay. "A Study of Teacher–Learner Interactions: A Continuum Between Monologic and Dialogic Interactions." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 222–41. http://dx.doi.org/10.1044/2015_lshss-14-0022.

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Purpose Teachers and learners must be able to shift flexibly along the continuum of monologic and dialogic interactional repertoires to advance learning. This article describes how teachers and learners interacted during whole-class instruction along the continuum between monologic and dialogic interaction in primary school classrooms in Western Cape, South Africa. Method A video-observation method was used to analyze teacher–learner interactions (TLIs) across 15 lessons in intermediate-phase classrooms. TLIs were analyzed in relation to indicators such as authority, questions, feedback, expla

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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.

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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

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Makina, Blandina. "MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM." Commonwealth Youth and Development 13, no. 1 (2016): 50–66. http://dx.doi.org/10.25159/1727-7140/1158.

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The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) â€“ becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely develope

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Sehati, Samira, and Morteza Khodabandehlou. "Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners’ Listening Comprehension Ability." Journal of Educational Issues 3, no. 2 (2017): 29. http://dx.doi.org/10.5296/jei.v3i2.12323.

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The present investigation was an attempt to study on the effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners’ listening comprehension ability. To that end, a null hypothesis was formulated as power point enhanced teaching (visual input) has no effect on Iranian Intermediate EFL learners' listening comprehension ability. The participants of the study were 100 students at Kish language institute. After administrating an OPT test, 40 intermediate students were randomly selected and divided into control and experimental groups. Both groups participated in pr

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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition." SEEU Review 15, no. 2 (2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.

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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the

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Namaziandost, Ehsan, Maryam Khodaverdian Dehkordi, Poupak Alipour, and Shouket Ahmad Tilwani. "The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners." Journal of Teacher Education for Sustainability 22, no. 2 (2020): 104–20. http://dx.doi.org/10.2478/jtes-2020-0019.

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Abstract This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and

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Namaziandost, Ehsan, Choiril Anwar, and Leila Neisi. "Comparing the impact of spaced instruction and massed instruction in learning collocations among Iranian EFL learners." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 55. http://dx.doi.org/10.30659/e.5.1.55-65.

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This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants’ collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the

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Saavedra-Jeldres, Pamela Andrea, and Mónica Campos-Espinoza. "Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios." Profile: Issues in Teachers´ Professional Development 21, no. 2 (2019): 79–96. http://dx.doi.org/10.15446/profile.v21n2.73116.

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Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers’ perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group c

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Neusner, Jacob. "Death-Scenes and Farewell Stories: an Aspect of the Master-Disciple Relationship in Mark and in Some Talmudic Tales." Harvard Theological Review 79, no. 1-3 (1986): 187–97. http://dx.doi.org/10.1017/s0017816000020459.

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Vernon K. Robbins' Jesus the Teacher: A Socio-Rhetorical Interpretation of Mark points to the master-disciple relationship as the critical structure in that Gospel. He sees three phases: the initial one, involving summons and response; the intermediate phase, encompassing teaching and learning; and the final phase, one of farewell and death. Robbins' stimulating account at the first two points compares Mark's portrait of the relationship with, among others, the relationship between master and disciple related in stories in the writings of the ancient rabbis of the Talmud and related literature

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Gonçalves, Liliana, Carlos Filipe Guimarães Figueiredo, and Júlio Reis Jatobá. "‘WHAT DO I NEED FEEDBACK FOR?’." Diacrítica 32, no. 2 (2019): 29. http://dx.doi.org/10.21814/diacritica.444.

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The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried ou

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White, James, Jemma Hawkins, Kim Madden, et al. "Adapting the ASSIST model of informal peer-led intervention delivery to the Talk to FRANK drug prevention programme in UK secondary schools (ASSIST + FRANK): intervention development, refinement and a pilot cluster randomised controlled trial." Public Health Research 5, no. 7 (2017): 1–98. http://dx.doi.org/10.3310/phr05070.

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BackgroundIllicit drug use increases the risk of poor physical and mental health. There are few effective drug prevention interventions.ObjectiveTo assess the acceptability of implementing and trialling two school-based peer-led drug prevention interventions.DesignStage 1 – adapt ASSIST, an effective peer-led smoking prevention intervention to deliver information from the UK national drug education website [see www.talktofrank.com (accessed 29 August 2017)]. Stage 2 – deliver the two interventions, ASSIST + FRANK (+FRANK) and FRANK friends, examine implementation and refine content. Stage 3 –

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Kanjee, Anil, and Qetelo Moloi. "South African teachers’ use of national assessment data." South African Journal of Childhood Education 4, no. 2 (2014): 24. http://dx.doi.org/10.4102/sajce.v4i2.206.

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This paper reports on the perceptions and experiences of primary school teachers of the challenges they faced and the prospects of using data from the Annual National Assessments (ANAs). While the majority stated that information from the ANAs can assist teachers to improve learning, responses on the use of the ANAs in the classroom were mixed, with most reporting that teachers did not know how to use ANA results to improve learning, and that no plans were in place at their schools for the use of ANA data. A significant proportion also indicated that they received little or no support from the

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Fathi, Sajjad, and Enayat A. Shabani. "THE EFFECT OF TEACHER-AND PEER-ASSISTED EVALUATIVE MEDIATION ON EFL LEARNERS’ METACOGNITIVE AWARENESS DEVELOPMENT." Englisia: Journal of Language, Education, and Humanities 8, no. 1 (2020): 58. http://dx.doi.org/10.22373/ej.v8i1.7101.

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Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a test of English langua

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Sun, Xinyao, Aaron Zimmer, Subhayan Mukherjee, Navaneeth Kamballur Kottayil, Parwant Ghuman, and Irene Cheng. "DeepInSAR—A Deep Learning Framework for SAR Interferometric Phase Restoration and Coherence Estimation." Remote Sensing 12, no. 14 (2020): 2340. http://dx.doi.org/10.3390/rs12142340.

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Over the past decade, using Interferometric Synthetic Aperture Radar (InSAR) remote sensing technology for ground displacement detection has become very successful. However, during the acquisition stage, microwave signals reflected from the ground and received by the satellite are contaminated, for example, due to undesirable material reflectance and atmospheric factors, and there is no clean ground truth to discriminate these noises, which adversely affect InSAR phase computation. Accurate InSAR phase filtering and coherence estimation are crucial for subsequent processing steps. Current meth

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Bonell, Chris, Adam Fletcher, Natasha Fitzgerald-Yau, et al. "Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): a pilot randomised controlled trial." Health Technology Assessment 19, no. 53 (2015): 1–110. http://dx.doi.org/10.3310/hta19530.

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BackgroundYouth bullying and other aggressive behaviours are a major public health concern owing to their impact on adolescent physical and mental health and well-being. Whole-school restorative approaches have been identified as a promising method of addressing aggressive behaviour but there have been no randomised trials undertaken to examine their effects.AimTo examine the feasibility and acceptability of implementing and trialling the INCLUSIVE (initiating change locally in bullying and aggression through the school environment) intervention in English secondary schools.DesignCluster rando

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Katsenos, Ioannis, Spyros Papadakis, and George S. Androulakis. "Evaluation of a Flipped Classroom Teachers Training Course Assessment Through Latent Trait Theory Analysis." European Journal of Engineering Research and Science 4, no. 9 (2019): 157–64. http://dx.doi.org/10.24018/ejers.2019.4.9.1441.

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Assessment of an educational program/course, based on quantitative data, is attempted in this study, by using the final deliverables of the trainees and assess them according to a predefined set of items connected to the desired Learning Outcomes and a predefined scale for each item. The statistical analysis of the items’ grades, first using factor analysis and then using an Item Response Theory model, gives an indication of the Learning Outcomes’ degree of achievement and consequently guides the training designers to modify training strategies for a potential next cycle of the training progra

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Almutairi, Naif Saleh, Sharyn Burns, and Linda Portsmouth. "Identifying factors associated with overweight and obesity among intermediate school students aged 12–15 years in school settings: mixed-methodology protocol." BMJ Open 11, no. 5 (2021): e045877. http://dx.doi.org/10.1136/bmjopen-2020-045877.

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IntroductionChildhood obesity is a public health concern globally. In Arab countries, the prevalence of overweight and obesity has increased significantly over the last three decades. The level of childhood overweight and obesity in the Kingdom of Saudi Arabia (KSA) is high and continues to increase. This study will explore factors associated with overweight and obesity among adolescents and identify barriers and enablers to the implementation of comprehensive school-based obesity prevention interventions.Methods and analysisSocioecological model will inform this mixed-methods study. The study

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Van Niekerk, J., and B. Van der Westhuizen. "Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys." Literator 25, no. 3 (2004): 151–80. http://dx.doi.org/10.4102/lit.v25i3.268.

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Humour in children’s literature in the tertiary and intermediate phases of language education Humour is essential in the development of an individual and in the development of a healthy society in general, and research on humour is currently regarded as important in a variety of disciplines in the humanities. There are various ways in which an individual may be exposed to humour, and one of these is children’s stories. An instrument or model for studying humour in children’s stories is necessary and very useful: an instrument that takes into account developmental psychology, literary theory an

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Durán, Diana Carolina. "Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach." Íkala 26, no. 1 (2021): 117–38. http://dx.doi.org/10.17533/udea.ikala.v26n02a10.

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This study investigated the effects of a Genre-Based Approach (gba) on 54 participants’ abilities to write a review text of a mobile application or website while reflecting on the “evaluating a text” function embedded in the target genre. The participants belonged to a pre-intermediate (A2.2 cefr) efl course offered at a university in Bogotá, Colombia that has implemented a gba for over five years. The program recently adapted the teaching and learning cycle to give more prominence to the students’ active participation in the Joint Construction phase by including systematic peer feedback with

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Adendorff, Stanley A., and Trevor Moodley. "Intermediate and Senior Phase Mathematics Teachers’ Perceptions of Curriculum Advisors." Mediterranean Journal of Social Sciences, July 1, 2014. http://dx.doi.org/10.5901/mjss.2014.v5n15p424.

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Gierdien, Faaiz. "Pre-service teachers’ views about their mathematics teacher education modules." Pythagoras 33, no. 1 (2012). http://dx.doi.org/10.4102/pythagoras.v33i1.134.

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This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective v

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Van Laren, Linda. "Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education." South African Journal of Childhood Education 1, no. 1 (2011). http://dx.doi.org/10.4102/sajce.v1i1.79.

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This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and e

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Fonseca, Kathleen, and Nadine Petersen. "Online supplementary mathematics tuition in a first-year childhood teacher education programme." South African Journal of Childhood Education 5, no. 3 (2016). http://dx.doi.org/10.4102/sajce.v5i3.375.

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This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common conten

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Hill, Margaret A. "Agency and intermediate phase writing in a farm school." Reading & Writing 6, no. 1 (2015). http://dx.doi.org/10.4102/rw.v6i1.59.

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Against a background that raises problems associated with the classification of languages incurrent South African curriculum policy, this article describes a programme based on a visual approach to writing, implemented in a farm school. The medium of instruction was English. The home languages of the teachers and learners were Afrikaans and isiXhosa. Sociocultural perspectives congruent with those of New Literacy Studies influenced the design of the writing programme. The school management had identified a serious deficit in intermediate phase (Grades 4–6) learners’ ability to perform beyond t

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Jones, Cherese F., and Charl J. Roux. "Values-based Physical Education for the intermediate schooling phase in a diverse South African context." Journal for Transdisciplinary Research in Southern Africa 17, no. 1 (2021). http://dx.doi.org/10.4102/td.v17i1.1092.

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Participation in physical activity, Physical Education (PE) and sport has been recognised as a powerful learning tool for education, providing a universal language for contributing to valuable life principles. Values-based education implies that learners are educated about the aspects determining their behaviour. Values-based PE, physical activities and sport have the potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm respect between individuals and communities. The goal of PE can be to contribute to the acceptance of the infinite qualities of South A

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Cuarto, Polemer M. "Project SMARTER As an Intervention towards Intensifying Action Research Competencies of Basic Education Teachers." JPAIR Multidisciplinary Research 35, no. 1 (2019). http://dx.doi.org/10.7719/jpair.v35i1.648.

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In the era of educational reforms, action research becomes highly relevant especially in basic education as this gives the teachers and the school leaders the opportunity to revisit and improve their educational practice. These explanatory sequential mixed methods study sought to investigate the effectiveness of Project SMARTER in intensifying the action research competencies of basic education teachers. Forty basic education teacher-participants (n=40) were subjected to Project SMARTER’s ten-day training intervention. Participants were pretested prior to the intervention to determine their en

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Larkin, Ingle, Laurie Brantley-Dias, and Anissa Lokey-Vega. "Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting." Online Learning 20, no. 3 (2016). http://dx.doi.org/10.24059/olj.v20i3.986.

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The purpose of this study was to measure and explore factors influencing K-12 online teachers’ job satisfaction, organizational commitment, and turnover intentions. Using Maslow’s Hierarchy of Needs (1954), Herzberg’s Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen’s measure of Organizational Commitment (1997), and Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explan

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Le Cordeur, Michael Lucien, and Lindiwe Tshuma. "Intermediate Phase Mathematics teachers’ linguistic proficiency in the Language of Learning and Teaching: The Eastern Cape Province." Per Linguam 35, no. 3 (2019). http://dx.doi.org/10.5785/35-3-849.

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De Villiers, Alethea C., and Maxwell M. Sauls. "Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies." Journal for Transdisciplinary Research in Southern Africa 13, no. 1 (2017). http://dx.doi.org/10.4102/td.v13i1.371.

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The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful cla

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Van Staden, Surette, and Sarah Howie. "South African teacher proles and emerging teacher factors: The picture painted by PIRLS 2006." Reading & Writing 1, no. 1 (2010). http://dx.doi.org/10.4102/rw.v1i1.4.

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The Progress in International Reading Literacy Study (PIRLS) assessment is an international comparative study of reading skills of Grade Four learners. South Africa’s "rst participation in the study took place in the 2006 cycle (Mullis et al., 2007), with repeat participation planned to take place for PIRLS 2011. PIRLS 2006 results pointed to serious issues of under achievement among South African Grade Four learners, resulting in the adoption of the National Reading Strategy (Department of Education,2008) and the Foundations for Learning Campaign. While some time has passed since the release

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De Lange, Maryna M., Christine Winberg, and Hanlie Dippenaar. "Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension." Reading & Writing 11, no. 1 (2020). http://dx.doi.org/10.4102/rw.v11i1.260.

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Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners’ performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase and, specifically, the document’s treatment of the assessment of reading comprehension.Objectives: In this study, the CAPS requirements for assessing reading comprehension were examined, with the aim of laying the groundwork for an improved policy fra

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Khau, Mathabo, Naydene De Lange, and Logamurthie Athiemoolam. "Using participatory and visual arts-based methodologies to promote sustainable teaching and learning ecologies: through the eyes of pre- service teachers." Journal for Transdisciplinary Research in Southern Africa 9, no. 3 (2013). http://dx.doi.org/10.4102/td.v9i3.187.

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The National Framework for Quality Education in Rural Areas (DoE, 2006) draws attention to education in rural ecologies and scrutinises the role of HEIs in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. Drawing from the project ‘New teachers for new times: Visual methodologies for social change in rural education in the age of AIDS’, this article explores how the use of participatory and visual arts-based methodologies at a rural school can lead to sustainable teaching and learning environments that promote

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Schönbach, Dorothea M. I., Palma Chillón, Adilson Marques, Miguel Peralta, and Yolanda Demetriou. "Study Protocol of a School-Based Randomized Controlled Trial to Promote Cycling to School Among Students in Germany Using Intervention Mapping: The ACTS Project." Frontiers in Public Health 9 (August 9, 2021). http://dx.doi.org/10.3389/fpubh.2021.661119.

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Background: Despite a high rate of bicycle ownership, the prevalence of cycling to school among children and adolescents in Germany has been constantly low. Cycling to school can contribute to meeting the physical activity recommendations, which the majority of children and adolescents in Germany do not meet.Methods: By using intervention mapping, this study protocol describes the systematic planning process of a school-based intervention in Germany aimed to increase the number of days on which students cycle to school and to increase their physical activity levels. To make sure that the inter

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Navsaria, Indira, Michelle Pascoe, and Harsha Kathard. "'It’s not just the learner, it's the system!' Teachers’ perspectives on written language difficulties: Implications for speech-language therapy." South African Journal of Communication Disorders 58, no. 2 (2011). http://dx.doi.org/10.4102/sajcd.v58i2.31.

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The failure to achieve academic outcomes in linguistically diverse classrooms in poor areas of the Western Cape, South Africa, is well documented. A major contributing factor is the written language communication difficulties experienced in these classrooms. This paper describes the views of intermediate-phase teachers on why written language difficulties are experienced by learners and ways in which these difficulties might be overcome. A series of interviews were conducted with two class teachers in one urban school from which there had been a high number of referrals for speech-language the

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"Test Anxiety: A Case of ESL Vocabulary Testing Using Multiple-Choice Items and Error Identification Tests." KURMANJ; The Journal of Culture, Humanities and Social Science, October 20, 2020. http://dx.doi.org/10.47176/kurmanj.2.4.1.

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The current study seeks to discern the impact of test anxiety on English language students’ test performance. The major instruments which helped gathering data were two different formats of vocabulary test and a questionnaire survey which identified the level of anxiety. Participants were fifty female English language learners who were studying at intermediate and upper-intermediate levels of English. These students were grouped into two groups of MC and EI according to their scores in the examinations they were given in the pre-test phase, multiple-choice test and error identification test. T

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Bowie, Lynn, and Yvonne Reed. "How much of what? An analysis of the espoused and enacted mathematics and English curricula for intermediate phase student teachers at five South African universities." Perspectives in Education 34, no. 1 (2016). http://dx.doi.org/10.18820/2519593x/pie.v34i1.8.

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Van der Walt, Marthie S. "Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 33, no. 1 (2014). http://dx.doi.org/10.4102/satnt.v33i1.1169.

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There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society. Metacognitive awareness and self-directedness in learning are concepts referred to in terms of the knowledge and skills needed for learning in the 21st century. The aim of this study was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness in the own mathematics learning of prospective intermediate and senior phase mathematics teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore the co

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Matviienko, Olena, and Daria Hubarieva. "Diagnosis of the Levelsof Social Competence Among Elementary School Pupils." Intellectual Archive 10, no. 2 (2021). http://dx.doi.org/10.32370/ia_2021_06_15.

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The article considers the issue of social competence. The structure of social competence and the model of its measurement are offered. The authors stress that the first phase of forming the foundations of a child's social competence is his family. However,later it becomes its educational space, so the authors consider its important to measure the level of this competence during the educational process.Presented the diagnosis of the level of social competence among elementary school pupils(7−8 years), 402children and 16 teachers took part in the formative experiment. Based on the diagnosis Asse

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