Doctoral Degrees (Educational Psychology)

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Assessing learners' reading skills : a development of an in-service training programme for Junior Primary teachers
(Stellenbosch : Stellenbosch University, 1999-09) Bunding, Mark Gordon; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH SUMMARY: Most learners in South Africa are only taught knowledge-based skills, and reading skills are assessed according to a prescribed curriculum. The emphasis seems to be on what the learner cannot do, instead of what the learner can do. South African educational system is currently in a transitional phase, where teachers are required to assess learners on their critical outcomes. This transitional phase demands that teachers make a mindshift from the old traditional, deductive teaching approaches to literacy to the more inductive, cognitive, social and sociopolitical constructions of literacy. Against this background, the study investigated first of all the beliefs of teachers concerning their teaching reading approaches and reading assessment. This information was then used as a point of departure in the development of a framework for an in-service training programme in order to provide teachers with the skills and confidence that will enable them not only to identify and assess reading problems in the Junior Primary phase, but also to teach reading effectively. To achieve the objectives, a qualitative research approach was used. Data collection methods included a literature review, a semi-structured questionnaire and three in-depth interviews with Junior Primary teachers at six primary schools (exHOR and ex-model C) in the Bellville area, near Cape Town. Although the results of the semi-structured questionnnaires provide a reasonably clear picture of the beliefs of teachers pertaining to learners reading skills, more information was gathered by means of the in-depth interviews. From the analysis of data, it became apparent that there is a need for further training and support regarding the implementation of Outcomes Based Education; teachers are currently focusing on reductionistic teaching approaches and are not knowledgeable about how to assess and rectify reading problems. In spite of these problems, most teachers expressed a willingness to learn new teaching reading approaches. The framework for an in-service training programme focused, as a result of the literature review and qualitative data analysis of the questionnaire and in-depth interviews, on a holistic teaching and assessment approach to reading within an ecosystemic framework. The active involvement of teachers and learners in the teaching and assessment of reading was stressed.
Co-operative learning for learners with special educational needs
(Stellenbosch : Stellenbosch University, 2004-03) Paulsen, Magdalena Elizabeth; Engelbrecht, P.; Menkveld, H.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills.
The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch
(Stellenbosch : Stellenbosch University, 2008-03) Malan, Sharon Brenda; Engelbrecht, P.; Michaels, D. W.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.
An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area
(Stellenbosch : Stellenbosch University, 2008-12) Dreyer, Lorna M.; Engelbrecht, P.; Swart, E.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province. The purpose of this study was to evaluate the learning support model that was introduced in some primary schools in the Western Cape with specific reference to schools within the West Coast/Winelands district. The evaluation was located in a comprehensive mixed methods research design, which focused on the evaluation of both process and outcomes of the learning support model. The evaluation was done sequentially in three phases: Phase one consisted of a comprehensive literature review. Phase two focused on both quantitative and qualitative data collection and analysis (through questionnaires containing both closed- and open-ended questions). The focus in Phase three was on follow up semi-structured focus group interviews. The participants were drawn from all primary schools situated within the boundaries of the West Coast/Winelands district and where the services of a learning support teacher (full-time or itinerant) were available. While learning support teachers were selected through purposive sampling, mainstream teachers were systematically selected. The four primary schools and learning support teachers that participated in the focus group interviews were systematically selected. Findings indicate that the current learning support model used in the West Coast/Winelands area does not provide effective learning support to all learners experiencing barriers to learning in mainstream primary schools. Constraints that contribute to this situation can be identified on all levels of the education system including the macro and micro systems. By mapping the findings from the data against the literature review, the researcher recommends that the provision of learning support should be addressed systemically from within a whole-school approach, taking into account local contextual factors impacting on the school. In conclusion a model for the improvement of learning support service delivery within a wholeschool approach is provided.
Teacher learning during the implementation of the Index for Inclusion in a primary school
(Stellenbosch : University of Stellenbosch, 2010-03) Oswald, Marietjie M.; Engelbrecht, P.; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT).
The views of educators regarding inclusive education in Namibia
(Stellenbosch : Stellenbosch University, 2002-03) Mowes, A. D.; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: The move towards greater inclusion of learners with special educational needs into regular classrooms has resulted from a human rights perspective. This is based on the social justice approach of equal educational opportunities for all learners within the same classroom. The efficacy of this pedagogical change relies heavily upon educators' perceptions and views. Against this background, the study investigated the views of educators regarding inclusive education in Namibia. To achieve the objectives, a quantitative research approach was used. Data collection methods included a literature review and a questionnaire. The questionnaire was administered to a stratified sample of 616 Namibian primary, combined and secondary school educators. The results of this questionnaire, have provided evidence that Namibian educators indeed hold a variety of views towards inclusive education. Some of the major findings were the following: • Namibia does not have a clear and irnplernentable policy on the education of Namibian learners with special educational needs. • The results showed that funds for education are not allocated in line with an explicit inclusionary policy. • It is evident that the current curriculum being followed in regular schools is not suitable for learners with special educational needs. • The results showed that the vast majority of educators educating in Namibian schools have never undergone any training in special needs education. • Results also showed that educators are in need of support service in the form of social workers, psychologists and therapists. • The results further indicated that schools need to be modified in order to accommodate learners with special educational needs. In view of these findings it becomes vitally important to address educators' views and concerns before inclusive educational policies are implemented.

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Browsing Doctoral Degrees (Educational Psychology) by browse.metadata.advisor "Engelbrecht, P."

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