scholarly journals The use of adapted teaching strategies in literacy by grade three educators in the northern KwaZulu-Natal region

2021 ◽  
Author(s):  
◽  
Veena Loopoo
Keyword(s):  
Learning Styles ◽  
Teaching Strategies ◽  
Mixed Methods Research ◽  
Learning Needs ◽  
Structured Interviews ◽  
Intervention Programme ◽  
Diverse Classrooms ◽  
Adequate Knowledge ◽  
Kwazulu Natal ◽  
Grade 3

The literacy levels in South African schools are alarmingly low. Educators are challenged in diverse classrooms with multicultural and multilingual learners as they are faced with the problems that these learners are experiencing in literacy. Educators therefore need to be able to adapt their teaching strategies to suit the needs of their learners to address learners’ different learning needs and styles. This study investigated the use of adapted teaching strategies used by grade 3 educators in literacy in selected schools in northern KwaZulu-Natal. A mixed methods research design was used which included the use of a questionnaire and semi-structured interviews to gather data. The findings which were linked to the literature review revealed that educators lacked adequate knowledge and skills to adapt their teaching strategies as they have not been adequately trained to teach literacy within multilingual contexts. Although some educators were using adapted teaching strategies they were not using them effectively in their multilingual classrooms while some educators did not have a wellstructured intervention programme at school to deal with learners who were experiencing problems with literacy. Inexperienced educators also had problems identifying learning styles and adapting their teaching strategies. This study found that teachers require continual professional development to enable them to effectively adapt their teaching strategies to suit individual learning needs and styles.

scholarly journals Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Kathleen McCoy ◽  
Sarup Mathur
Keyword(s):  
Middle School ◽  
English Language Learners ◽  
Learning Styles ◽  
Language Learners ◽  
English Language ◽  
Learning Needs ◽  
Autistic Behavior ◽  
Diverse Classrooms ◽  
Inclusive Settings ◽  
Diverse Student

Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers’ capacity building to integrate technology to accommodate diverse student learning needs and styles.

scholarly journals Correctional nursing: a study protocol to develop an educational intervention to optimize nursing practice in a unique context

2021 ◽  
Author(s):  
Joan Almost ◽  
Wendy A Gifford ◽  
Diane Doran ◽  
Linda Ogilvie ◽  
Crystal Miller ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Mixed Methods Research ◽  
Nursing Practice ◽  
Clinical Decision Making ◽  
Healthcare Providers ◽  
Correctional Facilities ◽  
Learning Needs ◽  
Structured Interviews ◽  
Positive Health ◽  
Two Phase

Background Nurses are the primary healthcare providers in correctional facilities. A solid knowledge and expertise that includes the use of research evidence in clinical decision making is needed to optimize nursing practice and promote positive health outcomes within these settings. The institutional emphasis on custodial care within a heavily secured, regulated, and punitive environment presents unique contextual challenges for nursing practice. Subsequently, correctional nurses are not always able to obtain training or ongoing education that is required for broad scopes of practice. The purpose of the proposed study is to develop an educational intervention for correctional nurses to support the provision of evidence-informed care. Methods A two-phase mixed methods research design will be used. The setting will be three provincial correctional facilities. Phase one will focus on identifying nurses’ scope of practice and practice needs, describing work environment characteristics that support evidence-informed practice and developing the intervention. Semi-structured interviews will be completed with nurses and nurse managers. To facilitate priorities for the intervention, a Delphi process will be used to rank the learning needs identified by participants. Based on findings, an online intervention will be developed. Phase two will involve evaluating the acceptability and feasibility of the intervention to inform a future experimental design. Discussion The context of provincial correctional facilities presents unique challenges for nurses’ provision of care. This study will generate information to address practice and learning needs specific to correctional nurses. Interventions tailored to barriers and supports within specific contexts are important to enable nurses to provide evidence-informed care.

scholarly journals Correctional nursing: a study protocol to develop an educational intervention to optimize nursing practice in a unique context

2021 ◽  
Author(s):  
Joan Almost ◽  
Wendy A Gifford ◽  
Diane Doran ◽  
Linda Ogilvie ◽  
Crystal Miller ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Mixed Methods Research ◽  
Nursing Practice ◽  
Clinical Decision Making ◽  
Healthcare Providers ◽  
Correctional Facilities ◽  
Learning Needs ◽  
Structured Interviews ◽  
Positive Health ◽  
Two Phase

Background Nurses are the primary healthcare providers in correctional facilities. A solid knowledge and expertise that includes the use of research evidence in clinical decision making is needed to optimize nursing practice and promote positive health outcomes within these settings. The institutional emphasis on custodial care within a heavily secured, regulated, and punitive environment presents unique contextual challenges for nursing practice. Subsequently, correctional nurses are not always able to obtain training or ongoing education that is required for broad scopes of practice. The purpose of the proposed study is to develop an educational intervention for correctional nurses to support the provision of evidence-informed care. Methods A two-phase mixed methods research design will be used. The setting will be three provincial correctional facilities. Phase one will focus on identifying nurses’ scope of practice and practice needs, describing work environment characteristics that support evidence-informed practice and developing the intervention. Semi-structured interviews will be completed with nurses and nurse managers. To facilitate priorities for the intervention, a Delphi process will be used to rank the learning needs identified by participants. Based on findings, an online intervention will be developed. Phase two will involve evaluating the acceptability and feasibility of the intervention to inform a future experimental design. Discussion The context of provincial correctional facilities presents unique challenges for nurses’ provision of care. This study will generate information to address practice and learning needs specific to correctional nurses. Interventions tailored to barriers and supports within specific contexts are important to enable nurses to provide evidence-informed care.

scholarly journals Student Perception of ESP Business English Teaching Implementation in Makassar National Informatics Polytechnic

2020 ◽  
Vol 6 (2) ◽  
pp. 167
Author(s):  
Rahmi Rahmi ◽  
Abduh Abduh ◽  
M. Sofyan
Keyword(s):  
Teaching Strategies ◽  
Student Perception ◽  
Qualitative Approach ◽  
Learning Needs ◽  
Business English ◽  
Structured Interviews ◽  
Tertiary Institution ◽  
English Teaching ◽  
South Sulawesi ◽  
Research Questions

English for Specific Purpose (ESP) is currently a subject that must be followed by every student in every vocational or polytechnic tertiary institution throughout Indonesia, including in South Sulawesi. This study aims to find out in advance the students' perceptions of English for Specific Purpose (ESP) Business English teaching materials, and their perceptions of the teaching strategies adopted by ESP Business English teachers. In answering the research questions above, researchers used a descriptive qualitative approach. The method of data collection is done through semi-structured interviews using open-ended questions and analyzing them using an interpretative analysis approach. From the results of data analysis found 1) the material or textbooks that are used already meet the learning needs of students where the materials provided include Business English related words, the structure of Language/Grammar, and practical language teaching. However, students consider the design or appearance of the book to be less attractive making them less interested in using the book; 2) students show a variety of perceptions about the teaching strategies of their lecturers, found themes that show the teaching strategies preferred by students are supportive, create fun learning, provide games, be disciplined and assertive but feel not pressured, have an active professional knowledge component.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

scholarly journals Enhancing Internet Search Abilities for People with Intellectual Disabilities in Sri Lanka

2021 ◽  
Vol 14 (2) ◽  
pp. 1-36
Author(s):  
Theja K. Arachchi ◽  
Laurianne Sitbon ◽  
Jinglan Zhang ◽  
Ruwan Gamage ◽  
Priyantha Hewagamage
Keyword(s):  
Young Adults ◽  
Sri Lanka ◽  
Visual Memory ◽  
Web Search ◽  
Future Research ◽  
Learning Needs ◽  
Learning Tools ◽  
Structured Interviews ◽  
Starting Point ◽  
Google Search

This article presents how young adults with intellectual disability (ID) from Sri Lanka, who had not previously used the Internet, interacted with Google search while enhancing their web search abilities throughout three web search workshops. Considering the little attention paid to the learning needs of people with ID in the current offering of web search learning tools, we iteratively developed a suite of learning tools to support our participants when they need help in the web search workshops. We employed an iterative participatory approach, with observations and semi-structured interviews, to reflect on how to design eLearning tools that enhance the participants’ interactions with web search. The qualitative thematic analysis resulted in five distinct themes on strategies to support, build on, and develop the abilities of young adults with IDs as they engage with Google search in their native language: application of existing abilities, basic skills to match learning needs, conceptual understanding, animations to facilitate visual memory, and promoting active engagement. These themes will be a starting point for understanding participants’ learning needs and behavior on web search, which would be important for future research on learning support as well as on software design.

scholarly journals Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

2021 ◽  
pp. 073563312110177
Author(s):  
Avital Kesler ◽  
Tamar Shamir-Inbal ◽  
Ina Blau
Keyword(s):  
Teaching Strategies ◽  
Formal Education ◽  
Computational Thinking ◽  
Visual Programming ◽  
Pedagogical Practices ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Optimal Learning ◽  
Formal Curriculum ◽  
Folk Pedagogy

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

scholarly journals A qualitative exploration of doctors and nurses experiences on the management of tuberculosis and HIV co-infection in a tuberculosis-HIV high burden community in northern KwaZulu-Natal, South Africa

2018 ◽  
Author(s):  
Mbuso Mabuza ◽  
Constance Shumba
Keyword(s):  
South Africa ◽  
Scale Up ◽  
Practical Experience ◽  
Effective Management ◽  
Structured Interviews ◽  
Public And Private ◽  
High Burden ◽  
Kwazulu Natal ◽  
Public And Private Sector ◽  
Doctors And Nurses

South Africa is faced with a huge challenge of addressing the high burden of tuberculosis-human immune virus (TBHIV) co-infection, and this challenge is more pronounced in the province of KwaZulu-Natal which has one of the highest burdens of TB-HIV co-infection in the world. The study explored the experiences of doctors and nurses with regard to the management of tuberculosis and HIV coinfection in a TB-HIV high burden community in northern KwaZulu-Natal, South Africa. The particular focus was to provide insight and to inform policy and programme development for effective management of TB-HIV co-infection in the TB-HIV high burden community of northern KwaZulu- Natal. An interpretivist exploratory qualitative approach was employed through individual semi-structured interviews of 16 participants comprising eight doctors and eight nurses, with a total interview time of 8.95 hours. Purposive sampling was used to select the doctors and nurses from the public and private sector of the TB-HIV high burden community of northern KwaZulu- Natal. Thematic analysis was used to analyse the data. Five key themes emerged from this study and these themes were discussed together with the sub-themes based on the various participant responses. The five key themes were practical experience about the management of TB-HIV co-infection; access to information and training on the management of TB-HIV co-infection; challenges and concerns about the management of TB-HIV co-infection; perception about local beliefs; and knowledge of policies and guidelines. Overall, this study highlights barriers that hamper the effective management of TB-HIV co-infection in northern KwaZulu-Natal. Recommendations of this study point towards an urgent need to scale up the management of TB-HIV co-infection through effective policies, improved capacity and infrastructure, stronger partnerships of all stakeholders, and further research.

scholarly journals Effectiveness of Educational Intervention Programme on Knowledge Regarding Breast Self Examination Among Higher Secondary School Girls of Biratnagar

2017 ◽  
Vol 1 (1) ◽  
pp. 13-19 ◽  
Author(s):  
D. Sapkota ◽  
P. Parajuli ◽  
T.K. Kafle
Keyword(s):  
Breast Cancer ◽  
Secondary School ◽  
Educational Intervention ◽  
Knowledge Score ◽  
Breast Cancers ◽  
Intervention Programme ◽  
Breast Self Examination ◽  
Adequate Knowledge ◽  
Post Test ◽  
Self Examination

Introduction Breast self-examination (BSE) is a self-generated, non-invasive and non-irradiative method of breast cancer detection. Self examination of the breasts each month after the menstrual cycle is the simplest yet extremely important way to detect early breast cancer. It has been observed that women can detect 95% of breast cancers and 65% of early minimal breast cancers themselves. This method is harmless, less time consuming and can be performed by any woman.Objective To assess the effectiveness of educational intervention programme regarding Breast Self Examination among girl students of study school.Methodology Pre experimental one group pre-test post-test design was adopted for this study. In total, 61 girls were included. The result were analysed by using both descriptive as well as inferential statistics.Results In pre-test 75.4% had inadequate and only 1.6% had adequate knowledge regarding Breast Self Examination, in contrast, after the intervention the adequate knowledge was increased to 62.3%. The overall mean score was increased from 33.07% to 85.14%. The test of significance revealed that the increment in BSE knowledge score due to program intervention was highly significant (P< 0.001).Conclusion The educational intervention programme on BSE was found to be highly effective as the knowledge score was significantly increased after intervention of the package among higher secondary school girls.Birat Journal of Health Sciences 2016 1(1): 13-19

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