A critical analysis of the importance of oracy in the classroom, with particular reference to secondary schools in the Cape Education Department
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
- Full Text:
- Date Issued: 1995
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
- Full Text:
- Date Issued: 1995
Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors
- Authors: Lubasi, Justin Mwandamena
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) , Peer teaching , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2039 , http://hdl.handle.net/10962/d1017350
- Description: This case study, involving six Grade 10 learners, investigates how a peer tutoring programme could shape the mathematical experience and disposition of the participating tutors. The study is grounded in an interpretive paradigm and data was collected in four sequential phases. The Mathematics Dispositional Functions Inventory (MDFI) instrument was completed by the tutors prior to commencement of the tutoring programme. The tutoring sessions then took place over a three week period during which time each tutor kept a reflective journal. Semi-structured interviews were then conducted, after which each tutor completed the MDFI instrument again in order to track any potential changes in their mathematical disposition. The study found that the participating tutors showed an improved mathematics disposition after the peer tutoring experience. Not only was the peer tutoring programme an empowering experience for the tutors, it also had a positive influence on both the tutors’ self-confidence as well as their perceived mathematical ability.
- Full Text:
- Date Issued: 2015
- Authors: Lubasi, Justin Mwandamena
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) , Peer teaching , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2039 , http://hdl.handle.net/10962/d1017350
- Description: This case study, involving six Grade 10 learners, investigates how a peer tutoring programme could shape the mathematical experience and disposition of the participating tutors. The study is grounded in an interpretive paradigm and data was collected in four sequential phases. The Mathematics Dispositional Functions Inventory (MDFI) instrument was completed by the tutors prior to commencement of the tutoring programme. The tutoring sessions then took place over a three week period during which time each tutor kept a reflective journal. Semi-structured interviews were then conducted, after which each tutor completed the MDFI instrument again in order to track any potential changes in their mathematical disposition. The study found that the participating tutors showed an improved mathematics disposition after the peer tutoring experience. Not only was the peer tutoring programme an empowering experience for the tutors, it also had a positive influence on both the tutors’ self-confidence as well as their perceived mathematical ability.
- Full Text:
- Date Issued: 2015
The career maturity of the gifted and talented pupil
- Authors: Rainier, Markseller Garrett
- Date: 1984
- Subjects: Gifted children--Psychology Counseling in vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1371 , http://hdl.handle.net/10962/d1001437
- Description: In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation
- Full Text:
- Date Issued: 1984
- Authors: Rainier, Markseller Garrett
- Date: 1984
- Subjects: Gifted children--Psychology Counseling in vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1371 , http://hdl.handle.net/10962/d1001437
- Description: In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation
- Full Text:
- Date Issued: 1984
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