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Analyn, Londres. "Keeping up with the High-Ability Students : Teachers’ Perspectives on Helping High-Ability Students in Mixed-Ability English Classes." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61200.
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This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.
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Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.
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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.
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Morris, John Llewellyn. "A Qualitative Investigation of Interdisciplinary Mixed Ability Co-operative Classes in an Inner-ring Suburban High School." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1228311371.
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McCaw, Donna S. Davis-Lenski Susan Braun Joseph A. "Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006623.
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Thesis (Ed. D.)--Illinois State University, 2001.Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.
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Svärd, Ann-Christin. "The challenge of mixed-ability classes : How should upper secondary English teachers work in order to help the weaker students?" Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-693.
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The purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones.
I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes.
My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.
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Ho, Kaling Rosa, and 何家玲. "The effects of language arts on the learning experience of a Hong Kongsecondary four Chinese-medium mixed ability class: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676522.
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Hobson, Meredith L. "An analysis of differentiation strategies used by middle school teachers in hetergeneously [i.e. heterogeneously] grouped classrooms." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/hobsonm/meredithhobson.pdf.
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Lee, Marci Lynn. "Differentiated instruction with middle school gifted students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2529.
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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.
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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.
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Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
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Cheng, Nai-Yu, and 鄭乃瑜. "Innovative Teaching to Break Through The Dilemma of Mixed – Ability Grouping." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/75270824607633137142.
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碩士亞東技術學院
運籌管理研究所
101
Abstract “Teach all comers without discrimination” and “Teach students in accordance with their aptitude” are basic mottos for most of educators. The former emphasizes treating each student equally and never giving up any of them. The idea concerns the objective that every child is created equal, and to divide students into classes normally. To divide students is to provide the students with different study environments and assistance according to different needs of the individual. Both methods are considered as ideal ways for educators. However, both methods conflict each other in practice. To concern the individual differences within a normal class and make the class go smoothly seems to be a big challenge to educators. In order to achieve ideas of both concepts and find out the best solution, the research uses Group Technology to make it work. Traditional Group Technology is two-dimensional: machines and components. The goal is to categorize components with same appearances or same processes into part family. Machines with same characters are categorized as machine cell. By doing grouping, it helps reduce moving time and producing time, urthermore to enhance efficiency. In this research, student is treated as component and the grade is treated as machine. Students are grouped into three through cluster of Group Technology. By lecturer’s design and collecting, the lectures and exercises suited to these groups could be found, and two flexible classes each week can make up students’ mathematics abilities. It is also found that there is no significant effect to the first group or high performance students, but there exists some significant effect to the second and third groups, or medium performances and low performances students. The different performing students have positive attitudes to face the classification in the class. By ability-grouping teaching, it leads these three groups of students into different study levels through flexible curriculum and achieves the best study efficiency and the spirit of adaptive teaching.
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Lu, Yu-Chien, and 呂宥芊. "Effective Teaching towards Large Mixed-ability Classes: A Qualitative Study of EFL Junior High School English Teachers' Teaching Beliefs and Practices." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00720542657182734455.
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碩士國立屏東商業技術學院
應用英語系(所)
99
The relationship between teachers’ beliefs and classroom practices are close and interact with others. Therefore, beliefs in teaching affect teaching practices and are worth discussing. Most junior high school classes in Taiwan are mixed-ability ones, and many EFL teachers face teaching dilemmas such as classroom management, providing learners individual teaching, motivating and activating students on learning. By understanding teaching difficulties in such classes, more researches and studies could be conducted to find out workable and suitable strategies for them. The purpose of this study is to explore effective teaching strategies and classroom practices to improve teaching dilemmas in mixed-ability classes. The participants in this study are four experienced junior high school teachers from two schools. Questionnaires, semi-structured interviews, classroom observations, post-observation interviews and researcher’s reflective journals were conducted in this qualitative study. A deeper exploration and discussion on EFL junior high school teachers’ teaching beliefs and practices toward large mixed-ability classes would be presented in this study. Furthermore, the teaching dilemma they encountered such as pressure from teaching progress and tests would be mentioned. Significantly, effective teaching strategies in large mixed-ability classes such as cooperative learning, peer tutoring, various activities and clear instruction with a lot of examples could be identified by these practical teachers, and EFL learners would benefit greatly from effective teaching practices and strategies. Finally, pedagogical implications for English instructors and suggestions for further studies are provided. Keywords: teachers’ beliefs, mixed-ability classes, teaching dilemmas, effective classroom practices
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Mazeka, Christophora Nde. "Problems faced by educators teaching learners experiencing learning problems im mixed ability classes : the case of Lion's River Circuit." Thesis, 2001. http://hdl.handle.net/10413/3005.
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The purpose of this study is to determine and explain the problems faced by educators teaching learners experiencing learning problems in mixed ability classes. A qualitative research technique, which aimed at studying educators in their natural settings , was used. To achieve this aim the study was conceived as a case study of grade one educators from three Primary Schools at Mpophomeni Township. A self-designed interview schedule that was supplemented by observation schedule was used to collect data. The interview schedule included questions relating to mixed ability classes, learners with learning problems, outcomes based education, problems experienced by educators in their classroom practices and the ways of coping with such problems. School, educator and classroom resource profiles were also used in the study to gather information that might be useful in the discussion of the findings. The research sites were three Primary Schools at Mpophomeni Township. In these schools there were eleven grade one educators who formed the population from which a sample of six educators was randomly selected. Three of the six educators who formed the sample were interviewed and observed while the other three were only interviewed. Interviews were tape-recorded and transcribed for data analysis, which was done descriptively. The findings of the study revealed that educators had problems when they were dealing with the content, assignments, assessment and resources and when they discipline learners. It also revealed that most of the problems were due to the introduction of curriculum 2005 in grade one in 1998, and the fact that educators were not trained to teach learners experiencing learning barriers. The study concluded that insufficient in-service training and the introduction of curriculum 2005 were the main causes of educators' problems, and a call to recontextualise the learning environment, which includes educators and the context in which they teach, was made.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2001.
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Mafa, Onias. "Optimising mixed-ability grouping for effective instruction at the junior secondary school level in Botswana." Thesis, 2003. http://hdl.handle.net/10500/1165.
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The debate on how students of different abilities should be organised and taught is probably as old as the introduction of formal schooling. It has generated a lot of debate in the past and continues to do so in the present millennium. This debate has invariably divided the world of educational research into two distinct camps. On one hand are proponents of ability grouping who claim that this grouping approach creates homogeneity which make it possible to tailor teaching to individual needs and thus raise achievement. On the other hand, are the exponents of mixed-ability grouping, who argue that ability grouping denies equality of educational opportunities to many young people, limiting their life chances and increasing social segregation. However, there is an emerging trend which posits that teachers should view students' mixed-abilities as an asset, which if properly exploited can result in effective instruction for the benefit of all students regardless of their many individual differences. This emanates from the realisation that there are different types of intelligences, and that it is not always possible for an individual student to posses all the types of intelligences. Therefore, students from diverse backgrounds, endowed with multiple intelligences, can help one another understand the content better as they will perceive the content from their diverse experiential backgrounds.
This qualitative study concerned itself with investigating how mixed-ability grouping can be optimised for effective instruction at the junior secondary school level in Botswana. The study made use of literature study, focus groups, follow-up interviews and lesson observations. Major findings were that teachers are not optimising mixed-ability grouping for effective instruction. Instead, teachers have problems in teaching mixed-ability classes, with most of their teaching being teacher-centred. However, teachers can optimise mixed-ability grouping through the use of student-centred instructional strategies such as cooperative learning, small-group instruction, peer teaching and student research. Gifted students could be catered for through curriculum compaction, enrichment and extension work, while mentally challenged students could be offered remedial work. These cited teaching strategies are differential and they make use of the diverse abilities found in mixed-ability classes.Educational Studies
D.Ed. (Didactics)
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Wiltshire, Cynthia Arraya. "Teacher Stress, Teacher Warmth, and Children’s Ability to Regulate Emotion in the Preschool Classroom Context: a Mixed-methods Approach." Thesis, 2021. https://doi.org/10.7916/d8-scex-zf53.
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An understanding of emotion regulation (ER) is important to children’s development, allowing for better navigation of the world. This learning happens in the company of caregivers, within the context of relationships inside and outside the home. Detrimental circumstances (e.g., poverty, lack of quality early childcare options, homelessness), however, exist for children in the United States. These factors have the potential to affect children’s academic readiness and success, resulting in them entering Kindergarten labeled at risk for school failure. To manage these factors and the at-risk characterization children receive, one solution has been to send children considered at risk to more school and school earlier (i.e., Universal Pre-Kindergarten, 3-K). Once in school, children spend more waking hours with teachers than with family. Given the importance of the dyadic relationship between teacher and child, much like the parent-child relationship, this researcher sought to understand if at-risk children are, in fact, favorably served by earlier school when teachers themselves operate under equal, but differing, types of stress.
Using an explanatory sequential mixed-methods design, the researcher reanalyzed Chicago School Readiness Project (CSRP) data, looking for associations among teacher stress, teacher warmth, and children’s ability to regulate emotion; the researcher also qualitatively investigated Head Start (HS) teachers in the Chicago metropolitan area, asking (a) Do teachers exhibiting more warmth help children develop better emotion regulation (ER) skills? and (b) What are teachers’ lived experiences, histories, stories, and perspectives regarding child ER in relation to their own stress and warmth? Reanalysis of the CSRP data demonstrated teacher stress and teacher warmth were each associated with increased child externalizing and internalizing behaviors. Individual and focus group interview data of present-day HS teachers illuminated the problematic circles of influence in which HS teachers work, enriching the quantitative data. When children’s first years in school are considered a sensitive period, researchers, policymakers, and educators would do well to learn more about teachers who work around the realities and consequences of stress, as well as what their insights may offer to close the described achievement gap. Implications and recommendations are discussed.
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David, Joanne Munro. "An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement." Diss., 2015. http://hdl.handle.net/10500/21803.
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Chiang, Hsiu-lan, and 江秀蘭. "Action research on young children’s verbal expression ability in picture book teaching activity: An example of a mixed-age class of children from junior and senior preschool classes." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cu4552.
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碩士國立臺中教育大學
教師專業碩士學位學程
107
Abstract This action research investigated young children’s phonological, semantic, syntactic, and pragmatic language skills through picture book teaching activities. The process of implementing two-stage picture book teaching activity and difficulties in teaching were also examined. This study targeted 26 young children in a mixed-age class comprising children in Junior and Senior Classes in a public preschool in Taichung City. A total of 18 teaching sessions were performed, and 14 picture books were used as the teaching material. The research data were collected from sources including observation records, teaching video records, teachers’ reflective journals, parents’ feedback sheets, and young children’s worksheets. Triangulation was performed through various data collection methods. The research results are as follows: After performing picture book teaching activities through storytelling, group discussion, drama performance, language games, and worksheet writing, this study observed improvements in the young children’ phonological ability (i.e., pronunciation and speech fluency), semantic ability (i.e., the ability to comprehend the story and express their feelings), syntactic ability (i.e., the ability to properly use quantifiers, conjunctions, and adjectives in their speech), and pragmatic ability (i.e., the ability to tell a story with sequentially ordered and complete sentences, plots, and an ending). Strategies used in response to the difficulties in the first-stage picture book teaching were making picture books into PowerPoint slides to help the young children to closely observe the characters in the pictures as well as their facial expressions and movements. In addition, the duration of an activity should not be too long. Static activities should be alternated with dynamic activities; children's songs, fingerplay songs, or small games can be added into the teaching at appropriate timings to increase young children’s interest in learning. During the drama activity, all rules should be clearly specified, including role allocation, lines, and each character’s order of appearance. The drama should be rehearsed and the lines should be memorized. Moreover, sufficient time and opportunities should be provided for the young children to complete and present their worksheets. Incentives, such as verbal compliment and stamp collection in exchange of gifts, should also be provided to increase young children’s learning motivation. Teachers should use guiding language during group discussion. The strategies for solving the teaching difficulties at the second stage of picture book teaching included providing immediate feedback and positive reinforcement in group discussion, in addition to managing the discussion time. Teachers should familiarize themselves with the picture books and identify the key points that can provoke young children’s curiosity and interest to improve their questioning strategies. According to the results of the action research, recommendations were proposed for preschool teachers and future research. Keywords: picture book teaching activity, phonology, semantics, syntax, pragmatics
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Chang, May-Hung, and 張美惠. "The effective research of CAI for stroke order of Chinese characters mixed with traditional teaching method in order to improve the writing ability for moderate mental retarded children." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/90585148907115477316.
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碩士國立臺北教育大學
特殊教育學系碩士班
95
The effective research of CAI for stroke order of Chinese characters mixed with traditional teaching method in order to improve the writing ability for moderate mental retarded children. May-Hung Chang Abstract Teachers usually teach how to write Chinese characters by traditional methods of drawing or copying in the air or on the paper, which do not draw students’attentions very well, especially for mental retarded students.The ability of writing Chinese characters is essential for mental retarded students. They need to use it to fit into the society, such as filling in their names, addresses and genders in the hospital, in the bank and even in receiving scholarships. Therefore, the research focused on the effect of learning Chinese characters by using CAI teaching to moderate mental retarded children. The research took three moderate mental retarded children as subjects and used alternating treatments design. The three subjects took turns receiving CAI mixed with traditional teaching treatment and traditional teaching treatment.Using the T-test to compare the two differences of teaching effects between Chinese-character writing and recognition rate. Taking observations and visits to understand the teachers’and the students’opinions of CAI for stroke order of Chinese characters. According to the result of the research, we found that: Firstly, there was no obvious difference in the stroke order of Chinese characters between CAI mixed with traditional teaching and traditional teaching. Secondly, there was no obvious difference in the recognition rate of writing Chinese characters between CAI mixed with traditional teaching and traditional teaching. Thirdly, the three subjects liked CAI more than traditional teaching. The result showed that there was no obvious difference in the effect of teaching stroke order and recognition rate for Chinese characters when practicing stroke order, linking dotted lines and writing outside frame characters were assisted by CAI for stroke order of Chinese characters. Key Words: Stroke order of Chinese characters, Recognition rate, Writing Chinese characters, CAI for stroke order of Chinese characters.
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Pereira, Ricardo Curto. "RELATÓRIO DE ESTÁGIO PEDAGÓGICO DESENVOLVIDO NA ESCOLA BÁSICA INTEGRADA C/ JI PROF. DR. FERRER CORREIA, JUNTO DA TURMA DO 8ºE NO ANO LETIVO DE 2017/2018 O impacto da Diferenciação Pedagógica nas Necessidades Pscicológicas Básicas e no Autoconceito dos alunos." Master's thesis, 2018. http://hdl.handle.net/10316/86482.
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Relatório de Estágio do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário apresentado à Faculdade de Ciências do Desporto e Educação FísicaO Estágio Pedagógico representa a etapa final da nossa formação académica em Educação Física, do qual deveremos retirar o máximo de aprendizagens e experiências possíveis, refletindo sobre elas, para posteriormente melhorar o processo de ensino-aprendizagem. O presente documento representa o Relatório Final de Estágio, inserido no âmbito da unidade curricular de Relatório de Estágio, do 2º ano do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário, da Faculdade de Ciências de Desporto e Educação Física da Universidade de Coimbra. O estágio pedagógico foi desenvolvido na Escola Básica e Integrada Prof. Dr. Ferrer Correia, no ano letivo de 2017/2018, com a turma E do 8º ano de escolaridade. Neste documento constam as experiências vividas durante do processo de formação pedagógica. O relatório divide-se em três capítulos distintos: no primeiro capítulo descrevemos a contextualização da prática pedagógica desenvolvida, onde são abordadas as expetativas iniciais, o contexto da escola, da turma e do grupo de Educação Física; o segundo capítulo recai sobre análise reflexiva sobre a prática pedagógica desenvolvida, onde são descritas e analisadas as atividades de ensino e aprendizagem, nomeadamente a nível de planeamento anual, planos de aula, unidades didáticas, a nível de realização (instrução, gestão, clima/disciplina e decisões de ajustamento) e a nível da avaliação (avaliação diagnóstica, formativa e sumativa), atividades de organização e gestão escolar, atividades de projetos e parcerias educativas e atitude ético-profissional; no terceiro capítulo será realizado um aprofundamento do tema problema que incide sobre o impacto da diferenciação pedagógica nas Necessidades Psicológicas Básicas e no Autoconceito.
The Teacher Training represents the final stage of our academic formation in Physical Education, from which we should draw as much learning and possible experiences, reflecting on them, and then improve the teaching-learning process. This document represents the Final Report, inserted in the of the 2nd year of the Master's Degree in Physical Education Teaching in Basic and Secondary Education, Faculty of Sciences of Sports and Physical Education of the University of Coimbra. This Teacher Training was developed in the Basic and Integrated School Prof. Dr. Ferrer Correia, in the academic year of 2017/2018, with class E of the 8th year of schooling. This document has as purpose a description of the acquired learning, result of the experiences lived during the process of pedagogical training. The report is divided into three distinct chapters: in the first chapter we describe the context of the pedagogical practice developed, where the initial expectations, the context of the school, the class and the PE group are addressed; the second chapter focuses on reflective analysis of the pedagogical practice developed, where teaching and learning activities are described and analyzed, espeficicly at the level of annual planning, lesson plans, didactic units, intervention level (instruction, management, environment / discipline and adjustment decisions) and at the level of evaluation (diagnostic, formative and summative), school organization and management activities, project activities and educational partnerships, and ethical-professional attitude; in the third chapter will be carried out a deepening of the problem issue that focuses on the impact of Mixed-Ability Grouping on basic psychological needs and self-concept.
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Marishane, Matseke Alinah. "Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province." Diss., 2013. http://hdl.handle.net/10500/13577.
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This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possible, teachers should be equipped with the capacity needed to carry out curriculum differentiation. This view emerges from the convergence of three problems which constitute the motivation for conducting this study. The first problem is poor learner achievement in Mathematics in South Africa, which is a subject dominating the public media and scientific discourse. The second problem is a documented general lack among teachers of appropriate knowledge, skills and attitudes needed for modification and adaptation of curriculum to the differentiated needs of learners. The last problem is the changing curriculum policy context in which teachers work as represented by the current national curriculum policy taking place against the backdrop of the broader South African education transformation agenda, geared towards inclusion. Underlying these problems is the recognition of curriculum as constituting one of the barriers to inclusive education.Based on an assumption that poor performance of learners in the Foundation Phase Mathematics is due to teachers’ inability to differentiate curriculum and their lack of the necessary capacity, this study adopts a qualitative research design and follows a qualitative approach to examine the problem. Data was collected by means of interviews, observations and document analysis. Twelve Mathematics teachers from three purposively selected schools and one curriculumadvisor from one circuit participated in the study. Data were analysed by means ofBraun and Clarke’s method of thematic analysis. The results present the challenges that Foundation Phase Mathematics teachers face, which include inability to respond to learner diversity and inadequate training in curriculum differentiation.Inclusive Education
M. Ed. (Inclusive Education)
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Muzah, Patson. "An exploration into the school related factors that causes high matriculation failure rates in Physical Science in public high schools of Alexandra Township." Diss., 2011. http://hdl.handle.net/10500/5299.
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The exploratory study investigated school related factors responsible for high matriculaion failure rates in physical science in public high schools of
Alexandra Township in South Africa. The target population included all Further Education and Training (FET) science educators and learners in Alexandra
Township. An extreme-case sampling method was used to select a sample of two schools. Data was collected through two different closed questionnaires, one for educators (n=10) and the other for learners (n=250). The results were analyzed using mainly descriptive tatistics.
The results, according to the views and opinions of educators and learners showed that the main causes of high failure rates are poor educator qualifications, outdated teaching methods, massive workloads, high levels of
absenteeism and acute deficiencies in aspects related to: resources, subject content, classroom management skills, proficiency in language of instruction and assessment, motivation and perseverance.
Recommendations for practice and policy are suggested.Further Teacher Education
M. Ed. (Natural Science Education)