Department of Curriculum Studies

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Browsing Department of Curriculum Studies by browse.metadata.advisor "Barends, Zelda"

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    The effectiveness of BuddingQ as a literacy and motor development intervention for Grade R children in Makhanda
    (Stellenbosch : Stellenbosch University, 2022-12) Talbot, Anna Lindiwe Prest; Barends, Zelda; Stellenbosch Universty. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Makhanda (formerly Grahamstown) is a microcosm of South Africa, exhibiting inequality and low literacy rates similar to national statistics (Ashley-Cooper, van Niekerk & Atmore, 2019). The deficits of this context exhibit most starkly in the education sector where several esteemed private and Model C1 schools and Rhodes University exist alongside many dysfunctional, no-fee or state-subsidized schools which lack the human (Atmore, 2019) and material resources to provide good quality education (Lemon, 2004). This lack of good quality education manifests in the earliest years of a child’s literacy development; and, if not addressed limits a person’s capabilities to be a fully participating member of society. In response to this BuddingQ is put forward as a literacy intervention that contributes to emergent literacy development of Grade R children by ensuring they have the necessary motor skills that prepare their bodies and minds for formal literacy education. There is a clear and beneficial link between a child’s motor development and their resultant literacy development. However, there is a gap in the literature and in practice that clearly links early motor development to literacy development (Excell & Linington, 2011). A case study of BuddingQ, sought to determine the effectiveness of BuddingQ for Grade R children’s’ motor and literacy development in Makhanda. The case study evaluated BuddingQ through observations of Grade R children at one participating school and through interviews with all implementing stakeholders in the broader programme. While the extent to which BuddingQ directly contributes to children’s literacy development was not starkly evident; BuddingQ was proven to be an effective programme for young children’s motor development and overall learning. An unintended, outcome was that of BuddingQ’s role in conscientizing Mkahanda’s community to South Africa’s plight of poor literacy education while simultaneously offering supportive strategies and the necessary resources to overcome community literacy challenges. Likewise, this study has been a critical step in BuddingQ’s evolution and to advance literacy intervention practices and design more generally. Finally, evaluatory studies are critical to the sustainability of good quality interventions as they support motivations for resource allocation in an under-funded, resource-scarce sector. Recommendations from this research suggest that BuddingQ should home in on its unique teacher coaching model and intentionally align BuddingQ activities to the Science of Reading principles more directly.
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    Die onderrig van leesbegrip in graad 3-klaskamers: ’n verkennende studie
    (Stellenbosch : Stellenbosch University, 2023-03) Mostert (nee Roode), Yvonne; Barends, Zelda; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The purpose of the study is divided into three objectives; to explore the teaching of reading comprehension in 3rd grade classrooms, explore the factors that contribute to reading comprehension instruction, as well as make recommendations based on the research findings. The importance of the study lies in the limited literature on challenges and descriptions of what happens during reading comprehension instruction from the teacher's perspective. Current literature emphasizes the importance of teachers in the learners' process of learning and mastering reading comprehension. Various literature refers to the teachers' insufficient knowledge regarding reading comprehension and the study delves into the statements made according to current literature against the data collected during the study. A purposive sampling was done to select the participants and sites with the aim of gathering relevant information that will answer the research questions of the study. Thus, grade 3 Afrikaans Home Language teachers at a low socioeconomic full-service school were selected to participate in the study. The research questions guiding the study were twofold. The first question focuses on the literature that is already globally and nationally known. The second question focuses on the reading comprehension teaching within the framework of two grade 3 classrooms in a low socioeconomic full-service school. The answers to the two questions are compared at the end of the study to highlight and understand the similarities and differences. This study follows a qualitative approach and adopts an exploratory design as a framework. The qualitative paradigm for the study is constructivism and the epistemology is interpretivism. The study uses a case study approach and the approach is one of many forms of research in the social sciences. The study's data collection methods were semi-structured interviews, focus group interviews and classroom observations. The data collected through the methods gives a clear picture of what the teachers' knowledge is regarding teaching reading comprehension. The data that has been collected and analyzed contributes to the field of education by obtaining a clear picture of what current literature provides and what the teachers' experiences and knowledge are within the grade 3 classrooms of a low socioeconomic full-service school. The outcomes of the study will therefore contribute to the need for more in-depth research on reading comprehension teaching which is in demand.
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    Supporting South African foundation phase teachers in becoming culturally responsive literacy practitioners
    (Stellenbosch : Stellenbosch University, 2024-03 ) Smit, Emma; Barends, Zelda; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This study implemented participatory action research to determine how South African Foundation Phase teachers can be supported in becoming culturally responsive literacy practitioners. The purpose of this study was to assess Foundation Phase teachers’ practices in terms of culturally responsive teaching (CRT). The data collected provided information regarding how teachers can become culturally responsive as an intervention strategy to overcome the educational disparities from the past. Currently, South Africa is facing a literacy crisis. South Africa’s participation in the Progress in International Reading Literacy evaluation (PIRLS) showed that 78% of South African Grade 4 learners cannot read for meaning (Baloyi, 2023). According to Howie (Howie et al., 2016) the results suggest that the majority of learners cannot read well enough to prosper in subjects across the curriculum. In the past, the South African education system has separated minority learners from their culture to impose a singular cultural belief system. This resulted in a clash between the widely accepted education practices and minority learners’ frame of reference, their way of learning, and their natural communication styles which in turn led to an achievement gap among culturally diverse learners. CRT views cultural diversity as an asset to enrich learning for all learners. By bridging the separation between the home and school environment CRT supports minority learners to fully reach their academic potential in a previously hegemonic education system. This study was informed by existing literature to understand the competencies needed to become culturally responsive within literacy teaching. Classroom observations and follow-up discussions were used as data collection methods to understand current teaching practices and the role that culture plays in classrooms. Participants’ reflections played a significant role throughout the process as an indicator of change within their personal and professional readiness for responsive teaching. The data analysis was led by the eight competencies of CRT (Muñiz, 2020:3). Areas of community engagement, instructional strategies for diverse dialects, and access to responsive resources were identified as the primary areas where sustenance is needed. The information was generalised to compile a potential action plan for developing cultural competence among South African Foundation Phase teachers. The data collected suggests that CRT elements should be integrated into pre-service training and that its integration should continue throughout teachers’ careers in the form of coaching and regular opportunity for community engagement. Educational stakeholders who want to support the development of CRT among teachers will be able to draw from the action plan proposed in this study.