scholarly journals Investigating teacher learning from a university programme for Foundation Phase teachers

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Tabitha G. Mukeredzi ◽  
Carol Bertram ◽  
Iben Christiansen
Keyword(s):  
South Africa ◽  
Child Development ◽  
Teacher Development ◽  
Conceptual Knowledge ◽  
Classroom Practices ◽  
Practical Knowledge ◽  
Study Data ◽  
First Semester ◽  
Learning Barriers ◽  
Circle Of Courage

Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN. Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices. Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge. Results: Respondents’ statements indicated development of a range of practical knowledge about planning and teaching strategies, and conceptual knowledge like child development, creative play, circle of courage and others. Teachers also reported ways in which their classroom practices had improved. However, both institution- and student-related learning barriers emerged during the first semester around programme demands and poor curriculum delivery. Conclusion: Respondents reported more about acquiring practical than conceptual knowledge and having improved practices in many ways. Participants also reported gaining conceptual knowledge around child development, circle of courage, and learning barriers. They acquired these kinds of knowledge through both assimilation and accommodation.

scholarly journals Nutritional Status of Children 24–60 Months Attending Early Child Development Centres in a Semi-Rural Community in South Africa

2020 ◽  
Vol 18 (1) ◽  
pp. 261
Author(s):  
Onwaba Makanjana ◽  
Ashika Naicker
Keyword(s):  
South Africa ◽  
Child Development ◽  
Nutritional Status ◽  
Energy Intake ◽  
Vegetable Consumption ◽  
Childhood Development ◽  
Early Child Development ◽  
Serum Retinol ◽  
Early Child ◽  
Nutritional Status Of Children

Despite the numerous efforts to improve the nutritional status of children, a high prevalence of malnutrition still exists in South Africa. This study aimed to determine the nutritional status of children attending Early Child Development centres in South Africa. In this baseline study, we randomly selected two Early Child Development centres comprising 116 children aged 24–60 months, separated into two cohorts, of 24–47 months and 48–60 months. Dietary intake was measured through the 24 hDR and analysed using Food Finder software. The food frequency questionnaire was used to calculate the food variety and food group diversity scores. Anthropometric measurements were taken and the WHO Anthro software was used to convert it to nutritional data indices. Blood samples were collected through dried blood spot cards in order to determine serum retinol and haemoglobin levels and they were assessed using WHO indicators. The findings showed that participants between 24 and 47 months had a high mean energy intake (4906.2 kJ and 4997.9 kJ for girls and boys, respectively). For the 48–60 months age group, energy intake was lower than the EER (5936.4 kJ and 5621.2 kJ; p = 0.038). There was low fruit and vegetable consumption (24–47 months; 63.8 g and 69.5 g (p = 0.037), 48–60 months; 68.3 g and 74.4 g (p = 0.038) and the top five foods consumed were carbohydrate rich foods for girls and boys, respectively. Stunting was noted in 7% and 20% (48–60 months) (p = 0.012) and overweight in 8% and 17% (24–47 months) and 17% and 13% (48–60 months) (p = 0.041) in girls and boys, respectively. Low serum retinol levels (<0.070 µmol/L) were found in 9.1% of boys (24–47 months), and 8% and 7.4% of girls and boys (48–60 months), respectively. Low haemoglobin levels (<11.0 g/dL) were found in 50.0% and 30.4% (24–47 months) and 8.6% and 39.3% (48–60 months) of girls and boys, respectively. Malnutrition, despite many national and provincial initiatives, still exists in Early Childhood Development centres in South Africa, calling for the application of contextualized nutrition interventions to suit resource-poor settings.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

scholarly journals Efficiency of Health Care Risk Waste Management in Rural Healthcare Facilities of South Africa: An Assessment of Selected Facilities in Vhembe District, Limpopo Province

2019 ◽  
Vol 16 (12) ◽  
pp. 2199 ◽  
Author(s):  
Foluke C. Olaniyi ◽  
Jason S. Ogola ◽  
Takalani G. Tshitangano
Keyword(s):  
South Africa ◽  
Healthcare Facility ◽  
Study Data ◽  
Limpopo Province ◽  
Healthcare Facilities ◽  
The Public ◽  
Efficient Management ◽  
The Social ◽  
Vhembe District ◽  
And Storage

Waste generated form healthcare facilities is a potential source of health risks to the public, if it is not properly handled from the point of generation to disposal. This study was conducted to assess the efficiency of healthcare risk waste (HCRW) management in Vhembe District of Limpopo Province, South Africa. Fifteen healthcare facilities were selected in Vhembe District for this study. Data were obtained through in-depth interviews, semi-structured questionnaires, observation and pictures. Qualitative data were thematically analyzed, while the quantitative data were analyzed using the Statistical Package for the Social Sciences, version 25. In all the healthcare facilities; mismanagement of HCRW was noted at different points along the management chain. Poor segregation, overfilling of waste bins, inappropriate transportation and storage of waste in substandard storage rooms were observed in the facilities. All the waste from the district are transported to a private-owned treatment facility outside the district, where they are mainly incinerated. Enforcement of healthcare risk waste guidelines, provision of standardized equipment for temporary storage, empowerment of each healthcare facility to treat at least some of the waste, and employment of non-burn techniques for treatment of waste are recommended for more efficient management of healthcare risk waste in Vhembe District.

scholarly journals Exploring the Effects of Adult and Community Education and Training on Economic Development of Women, in South Africa

2017 ◽  
Vol 13 (22) ◽  
pp. 94 ◽  
Author(s):  
Sampson Tawiah
Keyword(s):  
South Africa ◽  
Economic Development ◽  
Rural Communities ◽  
Rural Women ◽  
Community Education ◽  
Real Life ◽  
Education And Training ◽  
Study Data ◽  
Educationally Disadvantaged ◽  
And Training

In South Africa, Adult and Community Education and Training (ACET) is established to cater for the educationally disadvantaged individuals, especially rural women, hence, ACET programmes are running in the country nationally. One of the aims of ACET is to open economic opportunities for women; however, the majority of rural women are still performing poorly economically. This empirical study aimed to explore the effect of ACET on the economic development of women in the Lusikisiki district of South Africa. A qualitative approach in the form of a case study design was used for the study to help the researcher relate to the real life circumstances of the women. Purposive sampling was used to select 35 participants from a population of 115. The participants were selected because they had wealth of information and could explain better the phenomenon under study. Data collection instruments used were face to face individual interviews which were audio recorded with the consent of participants. The major findings of the investigation include the following: inadequate learning resources available to women; inadequate skills development programmes provided and skeptical perception of the economic benefit of ACET to women. The study suggested that the programmes of ACET should be restructured and skills driven to meet the needs of women, especially in rural communities.

Teachers in the “Process of Becoming”

2019 ◽  
pp. 15-38
Author(s):  
Jacqueline Manuel ◽  
Janet Dutton
Keyword(s):  
Professional Identity ◽  
Teacher Development ◽  
Ways Of Knowing ◽  
Research Literature ◽  
Initial Teacher Education ◽  
Secondary English ◽  
First Semester ◽  
Graduate Entry ◽  
The University ◽  
Pre Service Teacher

This chapter focuses on exploring the role of pre-service teacher (PST) narratives in a research-based model of initial teacher education (ITE) for secondary English teachers across three semesters of a two-year graduate entry, Master of Teaching (Secondary) degree at the University of Sydney, Australia. The model is underpinned by the belief that the development of the teacher's professional identity is an antecedent and generator of their ways of knowing and teacher quality. Initially, the chapter frames the model of ITE through a discussion of the relevant research literature in the field of pre-service teacher development. It then delineates the features of the model at the University of Sydney and provides a close analysis of the sequential narratives of a pre-service English teacher over the course of the first semester of study in the ITE program. Finally, the chapter reflects on the affordances of narratives in shaping PSTs' ways of knowing and professional identity.

Identifying Online Graduate Learners' Perceived Barriers to Their Academic Success

2017 ◽  
pp. 193-223 ◽  
Author(s):  
Karen Lee Banks
Keyword(s):  
Academic Success ◽  
Delphi Study ◽  
Study Data ◽  
Perceived Barriers ◽  
Learning Needs ◽  
Academic Goals ◽  
Advanced Degrees ◽  
Modified Delphi ◽  
Learning Barriers ◽  
Personal Accounts

Online graduate students ages 25 and older have unique challenges toward achieving their academic goals as compared to younger learners, as they often already have families, careers, and other demands on their time. Pursuing advanced degrees is typically related to gaining a competitive edge or to completely changing careers. Learning barriers often include the lack of accommodations for these learners' unique needs and educational preferences. The purpose of this modified Delphi study was to identify these nontraditional online graduate learners' perceived barriers to their learning, along with relevant strategies to decrease those barriers. Sharing this study's results should facilitate these learners' success and increase retention in their respective universities as more non-traditional learners graduate. The study data obtained from the participants included these learners' personal accounts of their own learning needs and preferences, their perceived learning barriers, their anticipated real-world application for their education, and their expectations for program completion.

Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

scholarly journals Forecasting COVID-19 Cases Using Alpha-Sutte Indicator: A Comparison with Autoregressive Integrated Moving Average (ARIMA) Method

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
A. M. C. H. Attanayake ◽  
S. S. N. Perera
Keyword(s):  
South Africa ◽  
New Zealand ◽  
Transmission Rate ◽  
Moving Average ◽  
Specific Treatment ◽  
Study Data ◽  
Percentage Error ◽  
The Usa ◽  
Short Term Forecasting ◽  
Modelling Approach

COVID-19 is a pandemic which has spread to more than 200 countries. Its high transmission rate makes it difficult to control. To date, no specific treatment has been found as a cure for the disease. Therefore, prediction of COVID-19 cases provides a useful insight to mitigate the disease. This study aims to model and predict COVID-19 cases. Eight countries: Italy, New Zealand, the USA, Brazil, India, Pakistan, Spain, and South Africa which are in different phases of COVID-19 distribution as well as in different socioeconomic and geographical characteristics were selected as test cases. The Alpha-Sutte Indicator approach was utilized as the modelling strategy. The capability of the approach in modelling COVID-19 cases over the ARIMA method was tested in the study. Data consist of accumulated COVID-19 cases present in the selected countries from the first day of the presence of cases to September 26, 2020. Ten percent of the data were used to validate the modelling approach. The analysis disclosed that the Alpha-Sutte modelling approach is appropriate in modelling cumulative COVID-19 cases over ARIMA by reporting 0.11%, 0.33%, 0.08%, 0.72%, 0.12%, 0.03%, 1.28%, and 0.08% of the mean absolute percentage error (MAPE) for the USA, Brazil, Italy, India, New Zealand, Pakistan, Spain, and South Africa, respectively. Differences between forecasted and real cases of COVID-19 in the validation set were tested using the paired t -test. The differences were not statistically significant, revealing the effectiveness of the modelling approach. Thus, predictions were generated using the Alpha-Sutte approach for each country. Therefore, the Alpha-Sutte method can be recommended for short-term forecasting of cumulative COVID-19 incidences. The authorities in the health care sector and other administrators may use the predictions to control and manage the COVID-19 cases.

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