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Phala, Thembi, and Anna Johanna Hugo. "Reading problems in the Intermediate Phase: Grade 4 teachers’ opinions." Journal for Language Teaching 50, no. 2 (November 28, 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 (August 30, 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 establish whether the implementation of the formal assessments was aligned with the Curriculum and Assessment Policy Statement requirements. A checklist was used to determine teachers’ implementation of formal assessment. Measures of central tendency were used to analyse data. The results revealed that teachers were not developing the abilities of learners in handling complex mathematical procedures as per the requirements of the policy. This implies that learners lacked the ability to break down mathematical problems into different factors or constituent parts. Learners were given a test instead of a project or investigation. Hence teachers were not promoting cooperative learning which is advocated by the policy. Therefore, teachers should be assisted by knowledgeable colleagues and subject advisors in their adoption and use of assessment. There must be a close examination of the classroom observation tools that are currently being utilised. Classroom observation assists teachers to improve their assessment strategies. The Department of Basic Education should supply tablets to primary schools to promote social constructive interaction amongst teachers and learners to enhance effective teaching and learning.
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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 teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.
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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 the interpretive paradigm. Qualitative research methods were used where interviews and observations provided insight into good practice. Data were analysed mostly thematically, ultimately revealing the significance of assessment tools, the length and weight of assessments, selective approaches to assessments, informal assessments, observations and group assessment. These results illuminated the nonlinearity of the language classroom since other teachers can assess productively despite the number of learners in their classrooms. A notable issue about the insights is that it is rewarding to combine ingenuity and simplicity.
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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 (March 30, 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’ pedagogical practices. The data gathering process in the phase described in the present study involved conducting in-depth interviews with 10 primary and secondary school English language teachers. The transcribed interviews were analyzed by putting the material through the MAXqda qualitative analysis software. The resulting coded categories allowed the authors to investigate three specific issues dealt with in the present research study, namely: teachers’ perceptions of the importance of learning English, actual classroom teaching practices, and the teachers’ observations on in-service training options. The findings of the study demonstrated that English teachers in Ecuadorian public schools recognized the importance of English and are making a substantial effort to keep up with the professional demands related to teaching English as a Foreign Language, but they lack the required knowledge to develop skills, such as critical thinking and creativity. They are also facing several challenges, such as a demanding new curriculum and students’ lack of motivation at a time of apparently dwindling teacher training opportunities.
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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 (July 5, 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 and also do English as FAL. Qualitative data was analysed thematically, while quantitative analysis involved the use of descriptive analysis. The research findings imply the following: teachers have a superficial knowledge of reading methods and the main components of reading, there are other factors that affect the teaching of reading, and manyteachers still shy away from infusing technology in their reading lessons.
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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 (December 1, 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. Qualitative thematic and narrative analysis were used to scrutinize data. The research findings identified negative impact of transition on teaching and learning, teachers' diffidence and incompetence to teach in English, the overuse of code switching and lack of support by authorities, schools lack of focus and direction in mitigating the transition challenges, and participants' suggestions on how to mitigate the challenges of transition. The study recommends that the use of English as LoLT should be introduced at an advanced stage for second language learners.
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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 (September 30, 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 to investigate how the management of online basic level training in improving the competence of ECCE teachers developed by PP PAUD and Dikmas West Java.The Purpose of this study is to describe the planning, implementation and evaluation of online basic level training in improving the competence of ECCE teachers. Supporting theories of this study are the management concept, training, online learning and competency of ECCE teachers.The methodology used in this study is descriptive qualitative with ex-post facto approach. The data obtained through analysis of documents and interviews with the organizer, instructor, mentor, administrator and alumni of Training. The subjects are five people consisting of the organizer, instructor, mentor, administrator and alumni of Training.Based on the analysis of data and discussion of research result, the findings are: (1) planning phase of online training was done with writing design, setting up learning media and tools, designing Content Management System (CMS) and Learning Management System (CMS); (2) Implementation of the online basic level Training employed three main strategies, i.e. face-to-face online, tutorials online and independent learning; (3) Evaluation of the online basic level Training was divided into two parts, the evaluation results include (a) cognitive, (b) affective (c) psychomotor, and program evaluation.Recommendations for the organizers are to increase server capacity, improve the Content Management System and Learning Management System, develop online intermediate and advance levels of leveled Training for improving the competence of ECCE teachers and develop other online trainings. Recommendation for the instructors and mentors are to provide more intensive enrichment of training materials, of operating IT and online activities, and completing of SOP of supervisors and mentors. Keyword : Management, online Training, ECCE teachers
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Khanolainen, Daria. "Attitude of Russian teachers towards the new standards." Quality Assurance in Education 27, no. 3 (July 1, 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 teachers are still adapting to the new standards and feel only partly prepared to work within the new system. Teachers acknowledge that the reform is necessary, but there are some confusion and disagreement about what the new standards imply and how they should be implemented. Practical implications The study argues that teachers have to both feel positive about reforms and perceive themselves to be prepared to address them before they can feel motivated to support them. The results might have been affected by social desirability bias as the number of those viewing the new standard positively is overwhelmingly high. At the same time, teachers report low levels of motivation. Originality/value There is a clear dearth in scholarly literature dealing with the Russian educational context and available in English. In addition, there is hardly any research on Russian teachers’ motivation and attitude towards the new educational standards.
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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 (July 1, 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 the potential of drama-in-education to enhance oral communication skills amongst English second language trainee teachers is phenomenal. A number of trainee teachers also indicated that they would definitely implement drama in education in their classes as potential teachers, since their exposure to this technique had contributed to the development of their critical and creative skills and their confidence.
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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 (May 2, 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 instructions. The participants took a word formation multiple-choice pretest, received the treatment for 16 weekly sessions, and participated in a posttest. Moreover, we used a checklist to keep a record of the participants’ attitudes, behaviors, and grammatical errors during the treatment that we believed could improve the quality of our treatment in the following phases. Another checklist helped us examine the consistency of the teachers’ classroom activities with the modes of instruction. The teacher’s responses to the checklists helped us to gather the qualitative data that could improve the subsequent phases. The means of the groups in each phase were compared via an independent samples t-test before and after the instruction. The results indicated that in the first and second phases there were significant differences between the word formation knowledge of the learners in the proactive and reactive FonF groups while in the third phase no statistically significant difference was observed with regard to the groups’ word formation knowledge.
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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 (July 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, explanation, metalevel connection, and collaboration. The transcriptions of TLIs were described using quantitative and qualitative techniques. Results The study found that teachers sustained dominant monologic interactions by asserting their authority, asking mainly closed-ended questions, and providing confirming/correcting feedback that constrained the interaction. Learners had limited opportunities for explanations or collaboration. Across most lessons, there were episodic shifts from monologic TLIs to transitional TLIs. These transitions were achieved by using mainly open-ended questions and feedback to expand the interaction. Dialogic TLIs were not evident. Conclusions Monologic TLIs were dominant, closing down opportunities for communication. Although transitional TLIs were evident, they were episodic and showed the potential for opening interaction opportunities. The absence of dialogic TLIs suggested that collaborative engagement opportunities were unavailable. The opportunity for intervention to increase dialogic TLIs is discussed.
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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 (December 24, 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 readability formulae which were used to investigate the textbooks. While the findings from the two instruments were ambivalent for Book 1, with the content analysis showing the book to be largely readable, but the readability calculator indicating it to be beyond the learners’ reading level, both instruments indicated poor readability for Book 2. The study recommends a close consideration of text readability by both authors and teachers.
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Makina, Blandina. "MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM." Commonwealth Youth and Development 13, no. 1 (June 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) – 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 developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learners’ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learners’ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.
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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 (December 18, 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 pretest of listening comprehension. The purpose of such a test was to measure the initial subject knowledge of participants in listening comprehension ability in both groups. Then the control group received no treatment while the experimental group received treatment based on power point enhanced teaching (visual input). The whole project took for 8 sessions. Finally both groups sat for the post test of listening comprehension ability. In the analysis phase of the study, the data collected from the control and experimental group was analyzed through SPSS software. ANCOVA was run to compare the results to find out whether there was any significant difference among the scores of two groups or not. It was found that students in experimental group performed significantly better than control group. So the null hypothesis as power-point enhanced teaching (visual input) does not have effect on Iranian Intermediate EFL learners’ listening comprehension ability was rejected. The result showed that power point enhanced teaching (visual input) had impact on subjects' listening comprehension ability. The findings of the present study are of value to all those involved in developing and designing listening materials for EFL learners, besides teachers, testers, and curriculum planners.
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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition." SEEU Review 15, no. 2 (December 1, 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 process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.
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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 (December 1, 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 a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.
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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 (February 29, 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 treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.
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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 (July 1, 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 conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.
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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 (July 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. When he reaches the final phase, however, Robbins does not undertake such a comparison. It seems to me a suggestive exercise. So, in honor of the great master honored in this volume, I shall begin to fill the gap in Robbins' fine account.
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Gonçalves, Liliana, Carlos Filipe Guimarães Figueiredo, and Júlio Reis Jatobá. "‘WHAT DO I NEED FEEDBACK FOR?’." Diacrítica 32, no. 2 (July 3, 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 out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process.
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White, James, Jemma Hawkins, Kim Madden, Aimee Grant, Vanessa Er, Lianna Angel, Timothy Pickles, 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 (October 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 – four-arm pilot cluster randomised control trial (cRCT) of +FRANK, FRANK friends, ASSIST and usual practice, including a process evaluation and an economic assessment.SettingFourteen secondary schools (two in stage 2) in South Wales, UK.ParticipantsUK Year 8 students aged 12–13 years at baseline.Interventions+FRANK is a UK informal peer-led smoking prevention intervention provided in Year 8 followed by a drug prevention adjunct provided in Year 9. FRANK friends is a standalone informal peer-led drug prevention intervention provided in Year 9. These interventions are designed to prevent illicit drug use through training influential students to disseminate information on the risks associated with drugs and minimising harms using content from www.talktofrank.com. Training is provided off site and follow-up visits are made in school.OutcomesStage 1 – +FRANK and FRANK friends intervention manuals and resources. Stage 2 – information on the acceptability and fidelity of delivery of the interventions for refining manuals and resources. Stage 3 – (a) acceptability of the interventions according to prespecified criteria; (b) qualitative data from students, staff, parents and intervention teams on implementation and receipt of the interventions; (c) comparison of the interventions; and (d) recruitment and retention rates, completeness of primary, secondary and intermediate outcome measures and estimation of costs.Results+FRANK and FRANK friends were developed with stakeholders [young people, teachers (school management team and other roles), parents, ASSIST trainers, drug agency staff and a public health commissioner] over an 18-month period. In the stage 2 delivery of +FRANK, 12 out of the 14 peer supporters attended the in-person follow-ups but only one completed the electronic follow-ups. In the pilot cRCT, 12 schools were recruited, randomised and retained. The student response rate at the 18-month follow-up was 93% (1460/1567 students). Over 80% of peer supporters invited were trained and reported conversations on drug use and contact with trainers. +FRANK was perceived less positively than FRANK friends. The prevalence of lifetime illicit drug use was 4.1% at baseline and 11.6% at follow-up, with low numbers of missing data for all outcomes. The estimated cost per school was £1942 for +FRANK and £3041 for FRANK friends. All progression criteria were met.ConclusionsBoth interventions were acceptable to students, teachers and parents, but FRANK friends was preferred to +FRANK. A limitation of the study was that qualitative data were collected on a self-selecting sample. Future work recommendations include progression to a Phase III effectiveness trial of FRANK friends.Trial registrationCurrent Controlled Trials ISRCTN14415936.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 7. See the NIHR Journals Library website for further project information. The work was undertaken with the support of the Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer). Joint funding (MR/KO232331/1) from the British Heart Foundation, Cancer Research UK, the Economic and Social Research Council, the Medical Research Council, the Welsh Government and the Wellcome Trust, under the auspices of the UK CRC, is gratefully acknowledged.
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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 (December 24, 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 school district on how to use ANA results. These findings were consistent across the school quintiles as well as the foundation and intermediate phases. Given the potential value of the ANAs, the paper highlights two initiatives aimed at enhancing the meaningful use of ANA results to improve learning and teaching in schools.
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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 (November 7, 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 language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness.
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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 (July 21, 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 methods require expert supervision and expensive runtime to evaluate the quality of intermediate outputs, limiting the usability and scalability in practical applications, such as wide area ground displacement monitoring and predication. We propose a deep convolutional neural network based model DeepInSAR to intelligently solve both phase filtering and coherence estimation problems. We demonstrate our model’s performance using simulated and real data. A teacher-student framework is introduced to handle the issue of missing clean InSAR ground truth. Quantitative and qualitative evaluations show that our teacher-student approach requires less input but can achieve better results than its stack-based teacher method even on new unseen data. The proposed DeepInSAR also outperforms three other top non-stack based methods in time efficiency without human supervision.
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Bonell, Chris, Adam Fletcher, Natasha Fitzgerald-Yau, Daniel Hale, Elizabeth Allen, Diana Elbourne, Rebecca Jones, 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 (July 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 randomised controlled pilot trial in eight schools (1 : 1 computer-generated random allocation post baseline by a statistician blind to the identity of clusters) and process evaluation.SettingSecondary schools in England (purposively sampled to ensure diversity).ParticipantsYear 8 students (aged 12–13 years), teachers, other school staff and intervention providers.InterventionWhole-school restorative approach to address bullying and aggression, involving the following standard processes: school action group formation and external facilitation to review needs assessment data, identify priorities, and plan and monitor school-level actions; staff training in restorative practices; and a new social and emotional skills curriculum.Comparison groupStandard practice.Main outcome measures(1) The primary outcome of interest was the feasibility and acceptability of delivering and trialling the intervention according to prespecified criteria; (2) process data were analysed to explore participants’ experiences of implementing and trialling the intervention and how these varied according to school context; and (3) indicative primary outcomes (aggressive behaviour measures), secondary outcomes, intermediate outcomes and economic evaluation methods were piloted.Data sourcesStudents (n = 1144 baseline;n = 1114 follow-up) and teachers (n = 387 baseline;n = 336 follow-up) were surveyed at the start and end of the 2011–12 academic year (baseline September 2011; follow-up June–July 2012). A total of 1017 students surveyed at baseline remained in the study at follow-up (89%). Other quantitative data were collected via intervention provider checklists (n = 4) and action group surveys (n = 44); qualitative data were collected via interviews (n = 34), focus groups (n = 20) and observations of action group meetings (n = 16).Results(1) All prespecified feasibility and acceptability criteria were met. (2) Qualitative data indicated that all intervention components and the trial design were feasible and acceptable to students and staff, including in more disadvantaged school contexts. Qualitative data also suggested that student participation may be a core component in improving relationships and engagement across the school. The later-than-planned project start (July) and the timing of the baseline surveys (September), which needed to be completed pre allocation, caused delays in launching the intervention, staff training and other intervention outputs. (3) Three pilot primary outcomes were examined (completion rate at follow-up range: 91.7–94.2%) and the Gatehouse Bullying Scale and the Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale were acceptable, discriminating and reliable measures of bullying and aggression in this context. Our pilot economic analyses support the use of the Child Health Utility 9D scale with this population and the feasibility of cost–utility analysis, although this should be supplemented with a cost–consequence analysis. There was no evidence of harm.ConclusionsIt is feasible and acceptable to implement and trial the INCLUSIVE intervention in English secondary schools, although a longer lead-in time is required to enable timely intervention outputs to occur. A Phase III cluster randomised controlled trial is required to examine the effectiveness and cost-effectiveness over a 3-year period of implementation for reducing aggressive behaviours, promoting mental health and well-being, and reducing health inequalities.Trial registrationCurrent Controlled Trials ISRCTN88527078.FundingThe National Institute for Health Research Health Technology Assessment programme (research), the Paul Hamlyn Foundation, the Big Lottery Fund and the Coutts Charitable Trust (intervention). The report will be published in full inHealth Technology Assessment; Vol. 19, No. 53. See the NIHR Journals Library website for further project information.
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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 (September 23, 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 program/course. For this study, a teacher training course on flipped classroom methodology, has been used and the above concept was tested. Our analysis using Item Response Theory, revealed the Learning Outcomes partially or not at all achieved showing very good agreement with trainers’ intuitive observations. For the future, the use of such a quantitative assessment could involve Structural Equation Modelling (SEM) tools to assess the relations among learning outcomes, prior knowledge and teaching practices and temporal analysis during training course execution using not only final data but also data from intermediate phases.
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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 (May 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 will include three phases: (1) a scoping review of the literature; (2) the development of a student survey instrument and (3) a mixed-method study comprising a cross-sectional survey targeting students aged 12–15 years with the collection of the students’ height and weight measurements; one-on-one interviews with physical education teachers and school principals; and the administration of school climate audits using the Health Promoting School framework. Reliability and validity of the survey instrument will be examined during survey development. Descriptive, inferential and thematic analysis will be employed using appropriate statistical software.Ethics and disseminationEthical approval has been granted from the Curtin University of Human Research Ethics Committee (HR2020-0337) and from the KSA Ministry of Education (4181827686). School principals will provide permission to conduct the study in individual schools. Individual consent/assent will be obtained from students and their parents, and teachers. Study findings will be disseminated via peer-review publications, reports and conferences.
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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 (July 31, 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 and the nature of humour. When these are combined, the nature, scope and effect of humour in children’s stories can be determined. This article explores ways in which such a model can be used at tertiary level in undergraduate and graduate studies, in teacher training and at the intermediate level when facilitating reading as one of the learning aims in language teaching to children from eight to twelve years (roughly Grades 4 to 6). Humour can be an instrument in the hands of authors and of adults as mediator or facilitator to sensitise young readers to humour in stories. As a consequence of this process of sensitising, readers’ reading and life skills are developed and their horizon of experience is broadened.
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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 (January 28, 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 the further purpose of giving learners more independence from the teacher. The study aimed to assess the effects of the implementation on participants’ written production and to explore their insights and awareness of the selected genre. Data were collected through students’ artifacts, an online questionnaire, and focus groups, and were analyzed following a mixed-methods approach that incorporated grounded theory and descriptive statistics. Findings suggest an overall comprehension of the social purpose of the chosen genre, outstanding achievements of the task, a favorable acceptance of the implementation, and a perception of usefulness related to the peer feedback routines, although peer feedback was also considered the biggest challenge the participants faced.
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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 (May 16, 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 views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.
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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 (December 31, 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 educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education
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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 (February 6, 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 content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.
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Hill, Margaret A. "Agency and intermediate phase writing in a farm school." Reading & Writing 6, no. 1 (June 17, 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 typical responses to rote learning. The brief given to the literacy coach by the school management was to develop their ability to use English – the language of learning and teaching (LoLT) of the school – expressively, to help them to construct original texts and to improve their mastery of the conventions of text. The management’s main aim was to promote the learners’ agency in their use of English, as it had come to see this ability as crucial to academic progress in higher Grades and to success in tertiary education. The literacy coach implemented a visual approach to composing original texts. Key successes were evident in the variety, volume and literary quality of the learners’ texts, which exceeded expectations specified in the National Curriculum Statement applicable at the time.
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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 (September 27, 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 Africa’s diversity and to claim the country’s diversity as a source of strength that forms a bond of a common set of values. There has been a global change in the interaction of learners with their environment; their lives are shaped by forces that do not necessarily assist them to learn and apply values. A PE programme infused with the values of Olympism and Ubuntuism can offer an investment in individual and societal improvement as the co-evolutionary interaction of these values and how they affect each learner can add to the celebration of human diversity. The question this study set out to answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the development of a values-based PE programme for the intermediate schooling phase. This qualitative study, from a constructivist paradigm, has enhanced the understanding of individuals’ cultures, beliefs and values, human experiences and situations. Purposeful sampling, of 10 intermediate phase teachers from five different public primary schools sought information-rich cases. The theoretical perspectives of the experiential learning theory were applied to teaching PE during in-service PE teacher training workshops. The process was documented by collecting data from multiple sources. Participatory action research was used, determining how data were collected, analysed and presented on an ongoing, cyclical basis. This study developed material for the intermediate phase PE curriculum that underpins the values of Olympism and Ubuntuism as core values, which were modelled by teachers and guided their work. The PE programme included key elements of and aligned with the study aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose recommendations to the Department of Basic Education of South Africa, to improve and implement a quality PE curriculum that is applicable to practice and that will optimise the chances of meeting National Curriculum Statement standards. Further research is recommended on the rest of the intermediate phase PE curriculum over the entire year, which includes other movement phenomena infused with values.
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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 (February 27, 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 entry knowledge on action research and were administered posttest to determine the knowledge gained through the intervention. Quantitative results revealed that participants performed significantly better from introductory to intermediate level of action research knowledge before and after the Project SMARTER intervention. To further validate the results, a qualitative phase where eight basic education teachers (n=8) were interviewed regarding their views and experiences as participants of the Project SMARTER. The phenomenological inquiry yielded three essential themes: ready to act: becoming action researchers, armed to teach: becoming teachers of research and trained to train: becoming research trainers. These essential themes signified how the project had impacted the participants as teacher-researchers, research teachers and trainers. Implications and recommendations are provided for higher education institutions, concerned government institutions as well as project implementers to consider to make project initiatives like Project SMARTER successful and sustainable.
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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 (July 11, 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 explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online setting in the immediate, intermediate, and long-term future. Participants identified flexibility, meeting student needs, technical support, and their professional community as the most satisfying aspects of their jobs. Compensation, workload, missing face-to-face interaction with students, and unmotivated students were identified as least satisfying aspects of their work. In Phase II, eight qualitative focus group interviews were conducted and analyzed using constant comparative methods; these findings confirmed and illuminated quantitative results from Phase I. This study informs K-12 online school leaders, policymakers, and researchers of statistically significant variables that influence K-12 online teacher satisfaction, commitment, and retention.
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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 (December 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 (April 21, 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 classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.
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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 (May 22, 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 of the PIRLS 2006 results, participation in PIRLS 2011 would highlight trends and possible progress made since the PIRLS 2006 study. !is paper reports on the analysis of the Grade Four learner achievement in the PIRLS 2006 assessment into the teacher characteristics, use of resources and instructional practices and analyses of the PIRLS 2006 Teacher Questionnaire data. The main findings outlined by this paper reflects the need for teachers’ continued professional development at Intermediate Phase, the need to employ strategies to retain young teachers and the importance of making available good quality reading materials to schools.
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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 (May 27, 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 framework.Method: The research design of the study involved evaluating the assessment of reading comprehension in the CAPS document, using a social realist approach to uncover its underlying structures and mechanisms.Results: The study found that a principled approach to the assessment of reading comprehension was lacking, which had a cumulative effect across the CAPS document, resulting in random, yet highly prescriptive, requirements.Conclusion: The study concluded that CAPS does not provide adequate guidance for improving reading comprehension and, moreover, that the prescribed programme of assessment is not supported by the research literature on reading comprehension. The study recommends that better, more evidence-informed and consultative policies and guidelines be introduced to support teachers in the assessment – and, ultimately, the improvement – of intermediate phase learners’ reading comprehension.
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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 (December 30, 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 transformative and emancipatory classrooms. We draw on the focus group discussions held at the end of each school day as debriefing sessions with the six Intermediate Phase pre-service teachers 4 reflecting on their experiences of professional development and what was learnt about using ‘new’ methodologies in a rural farm school. We argue that when a cohort of pre-service teachers work together with in-service teachers using emancipatory pedagogies in a rural context, classrooms can get transformed into enabling and democratic spaces conducive for teaching and learning for all.
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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 intervention will match the needs of students, we conducted a concept mapping study investigating what students need to cycle to school, as perceived by students, parents, and teachers. The logic model of change was based on an integration of the self–determination theory and the social–ecological model. We structured our intervention as two phases, a preparatory phase with weekly components for and a practical phase with a daily repeated component of the targeted behavior. In the 8-week preparatory phase, teachers, parents, and peers will be involved. The content of the 12-week practical phase will involve peers only and was considered promising based on the findings from a systematic review that we conducted to identify the effective strategies of school-based interventions to promote cycling to school among children and adolescents. Overall, our intervention includes 27 behavior change techniques. A researcher, student assistants, teachers, and other collaborators will implement the intervention; a whole-of-school approach with components performed before, during, and after school was chosen. As a study design, we decided to draft a two-arm three-level cluster randomized controlled trial. Both the effect and process evaluation were prepared. In the first instance, approximately 250 students of 12–15 years of age from grade 7 or 8, who attend a secondary school of intermediate or high educational level located in (sub)urban regions in Southern Germany, will pilot the intervention.Discussion: We expect to provide an effective and sustainable intervention for students, which gives insights into the mechanisms of change concerning the behavior of cycling to school and its influence on physical activity levels.
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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 (December 9, 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 therapy. The teachers were individually interviewed using an in-depth, semi-structured format. Teachers reported that 50 - 70% of learners in their classes were not meeting grade level academic outcomes. They were asked to explain the difficulties experienced with regard to written language, and the challenges and solutions linked to these. The findings suggest that there are barriers and opportunities at the school system, individual learner and home/social community levels. Major challenges identified at the school system level included limited training and lack of support for teachers, poor foundation skills in learners and difficulties with language. The current opportunities for the development of written language were insufficient and teachers identified further opportunities to promote the learners’ written language development. These included training and support for teachers, clear and consistent assessment guidelines, remedial assistance for learners and safe, nurturing home environments. There is a need to look beyond the learner as the site of the problem; a systemic approach is essential. In the light of these findings, suggestions are made for the role of the speech-language therapist.
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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. The survey after the pre-test indicated the level of anxiety these tests have brought. During a span of twenty-week period students received different teaching plans respectively. The same tests in pre-test were administered in the post-test phase and the questionnaire illustrated the level of anxiety after each student has received particular treatment. The findings showed that the level of test anxiety is higher in the group which received and tested on error identification format of vocabulary knowledge test. This increase of test anxiety was by definition significant in comparison with the other group, MC. The other important part of this study was coming to this conclusion that while students were given their particular teaching plans, debilitative anxiety still impedes them from having a strong and high performance which in turn needs more considerations from their teachers and examiners.
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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 (May 10, 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 (November 13, 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 correlations between factors and subscales of metacognitive awareness, levels of self-directedness in their learning and a learning performance in a mathematics module. The data of the current study was collected by administering two questionnaires, namely the Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007). Both questionnaires were adapted for prospective teachers’ learning in mathematics and were available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’. A third variable was a learning ‘performance in mathematics’ (module mark achieved by respondents in the previous semester). For purposes of data analysis, respondents’ scores, Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach α-coefficients were found. Results and the interpretation of statistical analyses confirmed the existence of correlations between subscales or dimensions of the two questionnaires.
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Matviienko, Olena, and Daria Hubarieva. "Diagnosis of the Levelsof Social Competence Among Elementary School Pupils." Intellectual Archive 10, no. 2 (June 18, 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 Assessment of Social Competence(ASC): A scale of social competence functions(1985)(adapted to national values and the age of primary school pupils), it was found that it exceeds the initial and intermediate level of social competence with the most developed function of caring thinking. Which is natural for this age group. However, the understanding of social reality and the cessation of egocentrism showed the greatest indicators at the initial level of social competence, which indicates one of the areas of work in forming the foundations of this competence and indicates a purposeful process of education.