Teachers' support of learners with attention deficit hyperactivity disorder (ADHD) in mainstream grade 10 classes: a case study
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
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- Date Issued: 2018
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
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- Date Issued: 2018
The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners
- Authors: Metelerkamp, Roger Gregory
- Date: 2014
- Subjects: Clocks and watches , Mathematics -- Study and teaching (Elementary) , Time measurements -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1986 , http://hdl.handle.net/10962/d1013169
- Description: My research topic concerns how learners use the analogue clock (as a human tool) to make meaning of clock time. This study is informed by a Vygotskian socio-cultural framework to learning and development based on the concept that human activities take place in cultural contexts and is mediated by tools. In this qualitative study I report on the learners meaning making of analogue clock time using the physical clock. This study was carried out at a South African primary school through an intervention programme after school. The research employed a case study method. It involved a purposeful sample of 4 learners (n=38) from the grade four class group based on their response to a baseline assessment task. The selected sample of learners included learners across the ability spectrum to gain rich insight into how learners make meaning of analogue clock time. Data collection and analysis was done through an interpretive approach. The video-taped interviews and intervention programme was my main instrument of data collection. Other research instruments included document analysis of responses to baseline assessment tasks. These research tools yielded the data collected and also allowed for triangulation. My research topic explored how the learners make meaning of analogue clock time. In particular the two-way movement of how the learners use the physical tool namely the analogue clock to develop meaning and how the clock mediates clock knowledge in return. The findings of the study suggest that learners’ find it difficult to conceptualise analogue clock symbols and signs, in particular, in Afrikaans the half hour concept, in relation to the two hands. The physical analogue clock is also important to support and extend clock knowledge in solving time-related problems. This shows the power of the analogue clock to mediate meaning making of clock time in young learners. Because of its potential to improve teaching and learning analogue clock time in primary school it is therefore recommended that the analogue clock time be further researched in South Africa.
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- Date Issued: 2014
- Authors: Metelerkamp, Roger Gregory
- Date: 2014
- Subjects: Clocks and watches , Mathematics -- Study and teaching (Elementary) , Time measurements -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1986 , http://hdl.handle.net/10962/d1013169
- Description: My research topic concerns how learners use the analogue clock (as a human tool) to make meaning of clock time. This study is informed by a Vygotskian socio-cultural framework to learning and development based on the concept that human activities take place in cultural contexts and is mediated by tools. In this qualitative study I report on the learners meaning making of analogue clock time using the physical clock. This study was carried out at a South African primary school through an intervention programme after school. The research employed a case study method. It involved a purposeful sample of 4 learners (n=38) from the grade four class group based on their response to a baseline assessment task. The selected sample of learners included learners across the ability spectrum to gain rich insight into how learners make meaning of analogue clock time. Data collection and analysis was done through an interpretive approach. The video-taped interviews and intervention programme was my main instrument of data collection. Other research instruments included document analysis of responses to baseline assessment tasks. These research tools yielded the data collected and also allowed for triangulation. My research topic explored how the learners make meaning of analogue clock time. In particular the two-way movement of how the learners use the physical tool namely the analogue clock to develop meaning and how the clock mediates clock knowledge in return. The findings of the study suggest that learners’ find it difficult to conceptualise analogue clock symbols and signs, in particular, in Afrikaans the half hour concept, in relation to the two hands. The physical analogue clock is also important to support and extend clock knowledge in solving time-related problems. This shows the power of the analogue clock to mediate meaning making of clock time in young learners. Because of its potential to improve teaching and learning analogue clock time in primary school it is therefore recommended that the analogue clock time be further researched in South Africa.
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- Date Issued: 2014
Improving academic literacy at higher education
- Authors: Free, Loretta Dianna
- Date: 2008
- Subjects: Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9531 , http://hdl.handle.net/10948/839 , Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Description: This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
- Full Text:
- Date Issued: 2008
- Authors: Free, Loretta Dianna
- Date: 2008
- Subjects: Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9531 , http://hdl.handle.net/10948/839 , Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Description: This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
- Full Text:
- Date Issued: 2008
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