An investigation into the causes of disparities in literacy readiness of learners: perceptions of pre-primary teachers
- Authors: Haingura, Hildefonsia
- Date: 2017
- Subjects: Early childhood education -- South Africa , Language arts (Early childhood) -- South Africa , Literacy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7854 , vital:21311
- Description: This study investigated pre-primary teachers’ perceptions of the causes of disparities in the literacy readiness of pre-primary learners. The aim was to understand the reasons that teachers ascribe to differences in literacy readiness; ways in which teachers’ understanding of the causes may relate to their practices and to learners’ literacy readiness levels. The study drew from Bernstein’s pedagogic discourse as the theoretical framing and analytical tool for engaging with the data. The participants in the study were three pre-primary teachers practising in a variety of schooling contexts. In a quest for a deeper understanding of the causes, data for the study was generated using multiple sources. Structured interviews were employed to get the teachers perceptions, while classroom observations were aimed at discovering ways in which the teachers’ points of view related to their practices in the actual classroom. An analysis of documentary evidence was carried out to understand ways in which teachers’ practices adhered to the curriculum intentions, as well as ways in which their plans and curriculum documents supported the development of the emerging literacy skills of the learners. Findings of this study indicated that teachers attributed disparities in the literacy readiness of learners to factors external to the classroom and it was found that their pedagogic practices, as a result of these perceptions, were not supportive to the development of literacy skills that are pivotal for transitioning to Grade 1. The study has implications for curriculum reform, sensitization of stakeholders and teacher training in order to ensure a solid and promising academic foundation, and consequently, a successful academic future for all pre-primary learners.
- Full Text:
- Date Issued: 2017
- Authors: Haingura, Hildefonsia
- Date: 2017
- Subjects: Early childhood education -- South Africa , Language arts (Early childhood) -- South Africa , Literacy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7854 , vital:21311
- Description: This study investigated pre-primary teachers’ perceptions of the causes of disparities in the literacy readiness of pre-primary learners. The aim was to understand the reasons that teachers ascribe to differences in literacy readiness; ways in which teachers’ understanding of the causes may relate to their practices and to learners’ literacy readiness levels. The study drew from Bernstein’s pedagogic discourse as the theoretical framing and analytical tool for engaging with the data. The participants in the study were three pre-primary teachers practising in a variety of schooling contexts. In a quest for a deeper understanding of the causes, data for the study was generated using multiple sources. Structured interviews were employed to get the teachers perceptions, while classroom observations were aimed at discovering ways in which the teachers’ points of view related to their practices in the actual classroom. An analysis of documentary evidence was carried out to understand ways in which teachers’ practices adhered to the curriculum intentions, as well as ways in which their plans and curriculum documents supported the development of the emerging literacy skills of the learners. Findings of this study indicated that teachers attributed disparities in the literacy readiness of learners to factors external to the classroom and it was found that their pedagogic practices, as a result of these perceptions, were not supportive to the development of literacy skills that are pivotal for transitioning to Grade 1. The study has implications for curriculum reform, sensitization of stakeholders and teacher training in order to ensure a solid and promising academic foundation, and consequently, a successful academic future for all pre-primary learners.
- Full Text:
- Date Issued: 2017
The medical profession and the universalisation of South African Health Care: analysing the response of Eastern Cape general practitioners to the National Health Insurance proposals
- Authors: Hannah, Bridget
- Date: 2017
- Subjects: Health insurance -- South Africa , Health insurance -- Government policy -- South Africa , Medical care, Cost of -- South Africa , National health insurance -- South Africa , Medical policy -- South Africa , Physicians -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6075 , vital:21029
- Description: In 2011, the Green Paper on National Health Insurance (NHI) in South Africa was released, committing the South African government to a 14-year plan to radically transform the currently inequitable health system towards providing comprehensive quality health care free at point of access to all citizens. The pursuit of universal health coverage (UHC) in South Africa forms part of a global aspiration to achieve more equitable healthcare delivery. One of the critical issues emerging from the Green Paper was how the NHI would be staffed. The NHI is unlikely to be adequately staffed without GPs but evidence suggests that private sector doctors have always been resistant to nationalisation or socialisation as a threat to their occupational power and professional status. The core work of this thesis is a study undertaken of 78 doctors in the Eastern Cape, focusing on private sector general practitioners (GPs), as the largest constituency of medical professionals in the country. The interview schedule was designed to gauge doctors' responses to the NHI, encourage discussion on their reactions to the reforms, and its implications in their view for private medical practice. The responses of the doctors are analysed through application of two theoretical themes, namely: (i) actor-centred policy creation, discussed through application of Walt and Gilson's (1994) shared focus on content, context, process and actors in the policy process, and (ii) the debate on medical professionalism, espoused by Freidson (1973, 1994) and argued against by Haug and Sussman (1969), and McKinlay (1972, 1993). Thus, if the process of policy making must take into account key actors in order to deliver a successful policy transition, what are the implications if these actors are actively excluded, or do not willingly cooperate? Does this indicate anything telling about the private sector's role to play in the pursuit of universal healthcare?
- Full Text:
- Date Issued: 2017
- Authors: Hannah, Bridget
- Date: 2017
- Subjects: Health insurance -- South Africa , Health insurance -- Government policy -- South Africa , Medical care, Cost of -- South Africa , National health insurance -- South Africa , Medical policy -- South Africa , Physicians -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6075 , vital:21029
- Description: In 2011, the Green Paper on National Health Insurance (NHI) in South Africa was released, committing the South African government to a 14-year plan to radically transform the currently inequitable health system towards providing comprehensive quality health care free at point of access to all citizens. The pursuit of universal health coverage (UHC) in South Africa forms part of a global aspiration to achieve more equitable healthcare delivery. One of the critical issues emerging from the Green Paper was how the NHI would be staffed. The NHI is unlikely to be adequately staffed without GPs but evidence suggests that private sector doctors have always been resistant to nationalisation or socialisation as a threat to their occupational power and professional status. The core work of this thesis is a study undertaken of 78 doctors in the Eastern Cape, focusing on private sector general practitioners (GPs), as the largest constituency of medical professionals in the country. The interview schedule was designed to gauge doctors' responses to the NHI, encourage discussion on their reactions to the reforms, and its implications in their view for private medical practice. The responses of the doctors are analysed through application of two theoretical themes, namely: (i) actor-centred policy creation, discussed through application of Walt and Gilson's (1994) shared focus on content, context, process and actors in the policy process, and (ii) the debate on medical professionalism, espoused by Freidson (1973, 1994) and argued against by Haug and Sussman (1969), and McKinlay (1972, 1993). Thus, if the process of policy making must take into account key actors in order to deliver a successful policy transition, what are the implications if these actors are actively excluded, or do not willingly cooperate? Does this indicate anything telling about the private sector's role to play in the pursuit of universal healthcare?
- Full Text:
- Date Issued: 2017
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