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You searched for +publisher:"University of South Africa" +contributor:("Sethusha, Mantsose Jane"). Showing records 1 – 2 of 2 total matches.

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University of South Africa

1. Mafokwane, Moore Fridah. An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province.

Degree: 2017, University of South Africa

This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences. Advisors/Committee Members: Sethusha, Mantsose Jane (advisor).

Subjects/Keywords: Foundation phase; Teachers; Learners; Socio economic status; Parent involvement; Poverty; Teacher competency; Resources; Language issues; Barriers to reading

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mafokwane, M. F. (2017). An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24499

Chicago Manual of Style (16th Edition):

Mafokwane, Moore Fridah. “An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province.” 2017. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/24499.

MLA Handbook (7th Edition):

Mafokwane, Moore Fridah. “An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province.” 2017. Web. 20 Oct 2019.

Vancouver:

Mafokwane MF. An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/24499.

Council of Science Editors:

Mafokwane MF. An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24499


University of South Africa

2. Makeleni, Theorin Nomvuyiso. The experiences of foundation phase teachers in implementing the curriculum .

Degree: 2013, University of South Africa

The purpose of this study is to explore what knowledge and experiences teachers hold about curriculum implementation and how their knowledge and experiences influence teaching and learning practices. This study is qualitative in nature and adopted a case study research design to explore the Foundation Phase teachers’ experiences of curriculum implementation. Semi-structured interviews, observations, and document analyses were used for collecting data. The study utilised a constructivist theoretical framework on knowledge and experiences of curriculum implementation. Four Foundation Phase teachers from two different schools in the Eastern Cape Province were interviewed and observed. Document analysis was used to corroborate the data collected through observations and interviews. The findings indicated that teachers had different knowledge levels and understanding of curriculum content and components. Furthermore, this study revealed that teachers’ instructional planning was inadequate. It was indicated that teachers needed comprehensive training, relevant resources, monitoring and support, conducive teaching and learning environment, further orientation in teaching First Additional Language, multi-grade teaching skills, and parental cooperation in the education of children. The findings highlighted that, although teachers experienced challenges in curriculum implementation, there were some who showed willingness to implement curriculum changes and who acknowledged the benefits of NCS previous workshops. I recommend that in order to ensure that teachers implement curriculum changes according to the requirements; the Department of Education and curriculum designers must consider the context in which the curriculum has to be delivered. Amongst all other requirements for curriculum implementation, teachers have to be monitored and supported to enhance the quality of teaching and learning. Advisors/Committee Members: Sethusha, Mantsose Jane (advisor).

Subjects/Keywords: Curriculum implementation; Foundation Phase; Teacher knowledge; National Curriculum Statement; Curriculum and Assessment Policy Statement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Makeleni, T. N. (2013). The experiences of foundation phase teachers in implementing the curriculum . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11823

Chicago Manual of Style (16th Edition):

Makeleni, Theorin Nomvuyiso. “The experiences of foundation phase teachers in implementing the curriculum .” 2013. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/11823.

MLA Handbook (7th Edition):

Makeleni, Theorin Nomvuyiso. “The experiences of foundation phase teachers in implementing the curriculum .” 2013. Web. 20 Oct 2019.

Vancouver:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/11823.

Council of Science Editors:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11823

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