Search

Being aware of our thinking as we perform learning tasks and then using this knowledge to actively self-regulate what we are doing, is commonly known as metacognition. This study investigated the influence of a story-based intervention on the development of metacognition among Intermediate Phase learners engaged in content area learning. Two intact Grade 4 class groups from two public schools in different socio-economic communities in the Western Cape participated in the study. This design-based research (DBR) study comprised of 2 iterative cycles. A pragmatic paradigm underpins the use of multiple data collection methods. This article reports on the pre- and post-intervention data from the second iteration, comparing the 2 groups. Most learners seemed to have improved in terms of metacognition and strategy knowledge on most data collection instruments. The data, however, revealed that learners in both groups struggled to verbalise their thoughts. Low literacy rates influenced both data collection and the outcome of the intervention. From the study, it appears that the story-based intervention could be a feasible and effective learning tool to develop metacognition within the contexts described in this study.

Research into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, which explored and described the nature of bullying amongst girls, in order to make the invisible problem more visible and to make recommendations for intervention and prevention. In this interpretive study we explored bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. Data were generated through the use of semi-structured group interviews. We argue that there is no single solution to the problem. Each situation seems to require a unique set of rules, a unique understanding. This is supported by the main finding, namely, some girls have innate characteristics that help maintain bullying while others have characteristics that protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication is that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change.

Inclusive education is a global movement aimed at providing access to education and ensuring the participation and success of all learners. The implementation of such a system is complex and challenging. One of the implementation strategies used in South Africa is the utilization of full-service schools. Teaching assistants are appointed to support teachers in their classes. These staff members are employed, despite the uncertainty of whether they add value and what their roles are. Cultural historical activity theory was used as the theoretical framework for this study, which aimed to explore the roles and experiences of teaching assistants who work in resource classes in full-service schools. This study employed an interpretive case study design. Data were collected primarily through individual interviews with eight research participants selected through purposive and snowball sampling. The data were analyzed using thematic and activity systems analyses. The findings revealed that teaching assistants are perceived as valuable assets in resource classes when there are specific affordances such as personal characteristics, clear communication, cooperation, and a good relationship between teachers and teaching assistants. [ABSTRACT FROM AUTHOR]

Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This fluid network was established to address the gap between research and practice in the region. The article reports proceedings and the emerging themes from the Education, Training and Work Commission; one of the six commissions of this Symposium, focusing specifically on the education aspect. It also challenges various stakeholders to move from evidence to action to ensure the educational rights of disabled people in inclusive settings. (Contains 1 note.)

This article recounts the findings of a study that investigated pre-service teachers' attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers' mean scores on the sentiments scale increased following the intervention (p less than 0.001), as did the mean scores on the attitudes scale (p less than 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p less than 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions. (Contains 2 tables.)

This article gives an ethnographic glimpse of how an urban South African school mirrored a community's sense-making during times of rapid social change. The glimpse is extracted largely from an ethnography that was composed in 2000. In this study of school life, the biennial play was central to the year's activities. In the play the tone, content and style reflected a performance of the discourse of the school community--a discourse of fear and despondency, while searching for hope in spiritual song. Today this previously all White, Afrikaner school is still predominantly White, as Black children's parents prefer English-medium schools. On the surface the school appears to be a safe haven for those who were fearful of losing their social position, their language and their way of living, but the initial breakdown of the fabric of the school does not seem to have healed during the time after the study had been completed. (Contains 9 notes.)

U.S. education policy acknowledges the troubling differential rates of special education identification and placement for students who are culturally and linguistically diverse by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation. Yet, little is known about the interaction between families that are culturally and linguistically diverse and the service providers they encounter at their local schools. The authors examine those relationships in South Africa and the United States, two countries where the legacy of racism lingers in the ways in which school personnel and families negotiate differences in how children are viewed, assessed, and offered support for learning needs. In both countries, sustained efforts from families and school personnel were needed to develop supports and services that worked well for students with disabilities and their families. (Contains 1 table.)

Parent participation is considered to be a vital component in the education of students with disabilities. Parents' roles in pivotal changes in special education--specifically, inclusion--are acknowledged, and their rights are protected in special education law. However, their perspectives are not always understood or considered in the decision-making process. In this study, parents of children with disabilities in South Africa and in a midwestern state of the United States participated in focus group discussions regarding inclusive education. The results indicated that parent perceptions, experiences, and barriers to effective family-school partnerships and parent advocacy were remarkably similar on the two continents. Implications and recommendations for preservice teacher education are discussed.

Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents' decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.

The capacity to comprehend experiences in a coherent way and attribute meaning to existence is unique to human beings. Through Dasein, being consciously concerned with the ontophenomenological experience, thus interpreting what it means to exist amid that which is and is still becoming, human beings strive to connect with their Lebenswelt (a lived world). Only when individuals are consciously receptive to and involved in their own ontological being and becoming can they empathise with the very nature of another. Woven into this larger disposition characterised by continuous onto-phenomenological self-making-in-a-situation (Bildung) -- the Nietzschean call -- is the empathic attitude. In the context of psychology, in particular psychotherapy, the empathic attitude -- that is, being sensitively aware of how we understand ourselves, others and the world we share -- is undeniably part of the repertoire of qualities that a therapist ought to possess. Often, however, the attitude of novice therapists towards what is happening between them and their clients here and now involves inflated self-awareness that is devoid of ontological considerations. Frequently, this results in a clichéd form of empathy based primarily on sentimental emotionality. It seems to be true that, in a ubiquitous cyberculture characterised by self-absorption and the mere accumulation of simplistic explanations, the ability to be ontologically receptive -- as the sine qua non of an empathetic attitude -- is gradually becoming undervalued. Art, in particular literary theatre, has the capacity to push psychotherapy students (as spectators) to the edge of what it means to be human beings; by implication, therefore, it constitutes an appeal for existential phenomenological involvement. Suddenly the spectators cannot escape the incantatory circle of what is affectively transcendent and become participants in their own self-developmental needs and psychological yearnings. This article seeks to illustrate how the existential phenomenological elements of literary theatre, including physicality (language, movement, actions and sound), time and spatiality, can be used to comprehend an embodied involvement (being with the client, here, now) and encourage ontological reflection in psychotherapy students. In this regard, literary theatre displays certain existential phenomenological characteristics that can be understood and applied as part of a pedagogical enterprise in psychotherapy teaching and training. Some core characteristics include inner stillness, a sensitive-receptive attitude, and an awareness of Jungian or depth-psychology archetypes. Of importance is therefore the existential phenomenological attitude of the psychotherapy student towards a child's being (ontoinvolvement) in the therapy room or clinical evaluation situation. By way of a conceptual explication, we attempt to provide an understanding of the relationship between the psychological function of literary theatre and the existential phenomenological attitude of the educational psychology student. This attitude embodies a certain artistry or aesthetic disposition, characterised by qualities such as honed intuition, sensitive awareness and the formation of nuanced connections. Such artistry allows the psychotherapy student to explore the developmentally and contextually layered client, and to articulate den Zachen Zelbst meaningfully by way of contemplative, nuanced thought and language. Den Zachen Zelbst, ingrained in the Husserlian and Heideggerian vernacular of philosophy of phenomenology, refers to existence as intentional; to be consciously concerned with the meaning of being, therefore life-world experience, as opposed to merely registering and measuring impressions from the outside world. An existential phenomenological disposition cannot be assumed, however, nor can it be simply taught as part of a postgraduate module on psychotherapy skills. Instead, the existential phenomenological disposition ought to be fostered and developed through carefully crafted embodiment activities of an intersectional nature (the intersection of philosophy, psychology, literature and drama, for example) as part of the teaching and training of psychotherapy students. This article attempts to cast light on the existential phenomenological disposition as an essential attitude of the psychotherapy student, especially in the context of an often unmindful, mechanistic and utilitarian society. At its core, the existential-phenomenological attitude presupposes a more embodied (as opposed to essentialist) psychotherapy, characterised by ontological awareness, deepening insight and symbolic language. These intellectual qualities need to be protected at all costs from the technocratic materialism of mass psychology. [ABSTRACT FROM AUTHOR]

This study investigated stressors related to including learners with intellectual disabilities in 55 mainstream classrooms in two South African provinces. Analysis of teacher-completed questionnaires and interviews identified five main stressors: administrative issues; support; the behavior of the learner; the teacher's self-perceived competence; and the lack of interaction with the learner's parents. Implications for inclusive education are drawn. (Contains references.) (Author/DB)

Being aware of our thinking as we perform learning tasks and then using this knowledge to actively self-regulate what we are doing, is commonly known as metacognition. This study investigated the influence of a story-based intervention on the development of metacognition among Intermediate Phase learners engaged in content area learning. Two intact Grade 4 class groups from two public schools in different socio-economic communities in the Western Cape participated in the study. This design-based research (DBR) study comprised of 2 iterative cycles. A pragmatic paradigm underpins the use of multiple data collection methods. This article reports on the pre- and post-intervention data from the second iteration, comparing the 2 groups. Most learners seemed to have improved in terms of metacognition and strategy knowledge on most data collection instruments. The data, however, revealed that learners in both groups struggled to verbalise their thoughts. Low literacy rates influenced both data collection and the outcome of the intervention. From the study, it appears that the story-based intervention could be a feasible and effective learning tool to develop metacognition within the contexts described in this study. [ABSTRACT FROM AUTHOR]

The article focuses on the problems of fatigue associated with long-distance drivers and fatigue is not considered as the offence under traffic legislation for the traffic management practice. Topics discussed include prevalence of fatigued driving for traffic accidents, international legislative developments for fatigue detection to improve traffic safety and factors influencing fatigue are sleep deprivation, and sustained task performance.