Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe

This study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findings, the recommendations were that Entrepreneurship should be introduced in the school curriculum at primary level to allow learners to lay a solid foundation for creativity, nurturing and innovation of business ideas for use later in life

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Assessment of learners with dyslexia in mainstream primary schools: An investigation

South African Journal of Education ◽

10.15700/saje.v41n2a1855 ◽

2021 ◽

Vol 41 (2) ◽

pp. 1-8

Author(s):

Duduzile Nkomo ◽

Peter Mulaudzi ◽

Buyisani Dube

Keyword(s):

Primary Schools ◽

Qualitative Approach ◽

Assessment Tools ◽

Focus Group Interviews ◽

Case Study Design ◽

Individual Interviews ◽

Exploratory Case Study ◽

Current Trends ◽

Group Interviews

With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented.

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PROMOTING REFLECTIVE PRACTICE VIA THE USE OF 5-STEP COPORA REFLECTIVE MODEL: A CASE STUDY OF EAST MALAYSIAN ESL PRE-SERVICE TEACHERS

TEFLIN Journal - A publication on the teaching and learning of English ◽

10.15639/teflinjournal.v32i1/72-96 ◽

2021 ◽

Vol 32 (1) ◽

pp. 72

Author(s):

Wei Ann Ong ◽

Suyansah Swanto ◽

Asmaa AlSaqqaf ◽

Jia Wei Ong

Keyword(s):

Reflective Practice ◽

Teacher Educators ◽

Teaching Practice ◽

Second Phase ◽

Focus Group Interviews ◽

Esl Teachers ◽

Case Study Design ◽

Group Interviews ◽

Structured Approach

Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice.

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A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i3.2165 ◽

2015 ◽

Vol 16 (3) ◽

Cited By ~ 3

Author(s):

Blessing Mbatha

Keyword(s):

Paradigm Shift ◽

Teaching And Learning ◽

Qualitative Approach ◽

Transactional Distance ◽

Focus Group Interviews ◽

Disruptive Innovations ◽

Different Types ◽

Group Interviews ◽

Axial Coding ◽

The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

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Evaluating a methodology for assessing the strategic alignment of a mining company recruitment function

SA Journal of Human Resource Management ◽

10.4102/sajhrm.v7i1.201 ◽

2009 ◽

Vol 7 (1) ◽

Author(s):

Adelé Janse van Rensburg ◽

Gerhard Roodt

Keyword(s):

Best Practice ◽

Strategic Alignment ◽

Research Data ◽

Focus Group Interviews ◽

Bottom Line ◽

Mining Company ◽

Strategic Objectives ◽

Emerging Themes ◽

Group Interviews

In the human capital era, the strategic importance of measurement is unmistakable. Therefore, the objective of this study was to qualitatively evaluate a methodology for assessing the strategic alignment of a recruitment function. Persons working in the recruitment best practice community of a mining company were targeted as the case study for this research. Individual (one-on-one) and focus group interviews were conducted to elicit the research data. Thematic coding was used to identify the emerging themes from the research data. The findings indicated that this methodology can be used effectively to determine the alignment of the recruitment function with the strategic objectives of the company. However, the bottom line contribution is still unclear.

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Perceptions of registered nurses regarding factors influencing service delivery in expanding programmes in a primary healthcare setting

Health SA Gesondheid ◽

10.4102/hsag.v17i1.535 ◽

2012 ◽

Vol 17 (1) ◽

Cited By ~ 4

Author(s):

Nnoi. A. Xaba ◽

Mmapheko D. Peu ◽

Salaminah S. Phiri

Keyword(s):

Service Delivery ◽

Registered Nurses ◽

Primary Healthcare ◽

Healthcare Setting ◽

Qualitative Approach ◽

Focus Group Interviews ◽

Enabling Factors ◽

Related Factors ◽

Factors Influencing ◽

Group Interviews

The aim of this study was to explore and describe the perceptions of registered nurses regarding factors influencing service delivery regarding expansion programmes in a primary healthcare setting, using a qualitative approach. The registered nurses, who have been working in the clinics for more than two years and have been exposed to the expansion programmes there, were purposively sampled. Two focus group interviews were conducted in a neutral place and the data collected by the researcher Nnoi A. Xaba (N.A.X.). Data were analysed by the researcher and an independent co-coder using the Tesch method. Categories, subcategories and themes were identified; those that formed the basis of discussion were disabling factors, enabling factors, client-related factors, service-related factors and solutions to problems. It is recommended that integration of programmes and coordination be done at a provincial level and planned together with the training centres in order to alleviate problems in service delivery. Training on expansion programmes in the form of in-service education should be carried out continually in the region.Die doel van die studie was om die persepsie van geregistreerde verpleegkundiges met betrekking tot die faktore wat dienslewering van die uitbreidingsprogramme in ‘n primêre gesondheid opset beinvloed; te eksploreer en te beskryf. ‘n Kwalitatiewe benadering is gevolg in die iutvoering van die studie. ‘n Doelgerigte steekproef is uitgevoer vanuit geregistreerde verpleegkundiges wat vir langer as twee jaar in die klinieke werksaam was en blootgestel is aan die uitbreiding programme. Twee fokus groep onderhoude is deur die navorser Nnoi A. Xaba (N.A.X.) in ‘n neutrale opset uitgevoer. Data is deur die navorser en ŉ onafhanklike kodeerder ontleed volgens Tesch se metode van analise. Kategorieë, sub-kategorieë en temas was geidentifiseer. Die kategorieë fundamenteel tot die bespreking behels: remmende faktore, bydraende faktore, kliënt-verwante faktore, diens-verwante faktore, en oplossing van probleme. Daar word aanbeveel dat die integrasie en koordinasie van programme op provisiale vlak beplan word in samewerking met opleidings instansies om die dienslewerings probleem te verlig. In die streek behoort opleiding met betrekking tot die uitbreidingsprogramme deurlopend deur middel van indiensopleiding gedoen word.

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Classroom inside writing activities from perspective of pre-service teacherÖğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

Journal of Human Sciences ◽

10.14687/jhs.v14i2.3997 ◽

2017 ◽

Vol 14 (2) ◽

pp. 1534

Author(s):

Seyit Ateş

Keyword(s):

Student Teaching ◽

Teaching Experience ◽

Classroom Setting ◽

Focus Group Interviews ◽

Writing Practices ◽

Research Findings ◽

Group Interviews ◽

Teachers Perspectives ◽

Pre Service Teacher

Writing, which is defined as a statement of thoughts, emotions, and knowledge in a writing form, is an important skill used by any individual during lifelong. Due to this fact, writing skill have drawn more attention from educators and researchers and a number of empiric and theoretical researches have been conducted on how to acquire and develop this skill. Additionally, how this skill is transferred into classroom setting has an interest. The current research aimed to explore the writing practices in the classroom settings from the pre-service teachers’ perspectives. This research employed qualitative case study method and the data was collected though the structured observations and semi-structured focus group interviews. The fourth-year pre-service teachers studying at elementary school classroom teaching and their experienced teachers in their student teaching experience schools constituted the research sample. The data was analyzed by using descriptive techniques. The overall findings of the research showed that there was a relative lack of the practice used for developing writing skills in the classroom setting. While the grade level changed, the practices for writing di not differentiated. Based on the research findings, the recommendations were given. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetZihindeki duygu, düşünce ve bilgilerin yazılı bir şekilde ifade edilmesi olarak tanımlanan yazma bireyin hayatı boyunca kullanacağı önemli bir beceridir. Bu nedenle yazma her zaman eğitimcilerin ve araştırmacıların ilgi odağı olmuş, bu becerinin kazanımı ve geliştirilmesiyle ilgili kuramsal ve uygulama temelli çok sayıda araştırma yapılmıştır. Bu araştırmaların sınıflara nasıl yansıdığı ise merak konusudur. Bu araştırmada öğretmen adaylarının perspektifinden sınıfta gerçekleştirilen yazma çalışmalarının betimlenmesi amaçlanmıştır. Araştırma nitel yaklaşımla gerçekleştirilmiş olup veriler yapılandırılmış katılımlı olmayan gözlemler ve katılımcılarla yapılan odak grup görüşmeler yoluyla elde edilmiştir. Sınıf öğretmenliği eğitimi son sınıf öğrencileri ve bu öğrencilerin staja gittikleri okullardaki öğretmenler araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada gözlem ve görüşmelerden elde edilen veriler betimsel analizle çözümlenmiştir. Araştırmadan çıkarılan en genel sonuç ilkokul sınıflarında yazmanın geliştirilmesine yönelik uygulamaların yetersiz olduğu yönündedir. Sınıf düzeyinin değişmesine rağmen yazma öncesinde, yazma sırasında ve yazma sonrasında sınıflarda yapılan çalışmalar farklılaşmamaktadır. Araştırmada elde edilen sonuçlar doğrultusunda uygulamaya yönelik öneriler geliştirilmiştir.

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The Support to Improve Self Efficacy and Healing of Drugs Addict

International Journal of Public Health Science (IJPHS) ◽

10.11591/ijphs.v5i4.4830 ◽

2016 ◽

Vol 5 (4) ◽

pp. 359

Author(s):

Rosdiana Rosdiana ◽

Bhisma Murti ◽

Mahendra Wijaya ◽

Suwarto Suwarto

Keyword(s):

Social Learning ◽

Family Support ◽

Peer Support ◽

Drug Addiction ◽

Study Design ◽

Self Efficacy ◽

Healing Process ◽

Qualitative Approach ◽

Case Study Design

Appropriate counseling and education can be adopted to achieve a change in attitude, knowledge and perception. Still there is a wrong perception of a given intervention. Peer support through a process of social learning, the process of growing understanding of how to process information from experience, observational include: attention (attention), given (retention), reproduction of motion (reproduction), motivation (motivation), and communication. The purpose of this study was to analyze resident self-efficacy to regardless of drug addiction through family support. This study employed qualitative approach with case study design. Subjects in this study were residents, ex drugs user, peer support, and resident family. The results showed that peer support from fellow residents and the support of the major on duty (MOD) very meaningful and helpful for resident in the healing process.

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Mengembangkan Moderasi Beragama Mahasantri Melalui Ta’lim Ma’hadi di Pesantren Mahasiswa

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v7i1.11239 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Maskuri Maskuri ◽

A. Samsul Ma'arif ◽

M. Athoiful Fanan

Keyword(s):

Study Design ◽

Boarding School ◽

Qualitative Approach ◽

Case Study Design

The article describes and analyzes ta’lim ma’hadi in al-Hikam Malang Student Islamic Boarding School and the values implemented to develop the moderate character of the mahasantri religion. This study used a qualitative approach with a case study design. The data in this study were taken through interviews, observation, and document techniques. This study indicates that the al-Hikam Malang student boarding school uses three strategies in religious moderation, namely, nurturing patterns, teaching patterns, and religious patterns. The three strategies are integral in the curriculum that is implemented there. Through the applied curriculum, kyai and asatidz as qudwah hasanah internalize the values of justice, balance, harmony, moderation. As well as being a moderate Muslim, the mahasantri al-Hikam graduate is expected to become a successful entrepreneur.

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What Makes a Good Program? A Case Study of a School Admitting High Academic Achievers

The Scientific World JOURNAL ◽

10.1100/tsw.2008.123 ◽

2008 ◽

Vol 8 ◽

pp. 1027-1036 ◽

Cited By ~ 3

Author(s):

Ching Man Lam

Keyword(s):

Administrative Support ◽

Program Effectiveness ◽

Focus Group Interviews ◽

Program Success ◽

Project Coordinator ◽

Clear Vision ◽

Tier 1 ◽

Group Interviews

This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.

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