Growing Early Childhood Education Teachers in Rural Areas

Hannaway, Donna; Govender, Poomoney; Marais, Petro; Meier, Corinne

doi:10.1080/18146627.2018.1445974

Cited by 17 publications

(14 citation statements)

References 9 publications

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“…The prevalence of stunting in our study matched trends in other African countries and similar to other studies conducted in other rural areas of KwaZulu-Natal, where there was a need for additional school resources, poor infrastructure, overcrowded classrooms, a need for inservice training for teachers and a need for more meaningful parental involvement (Hannaway, Govender, Marais, & Meier, 2019 ). We noted that children from low SES background performed below the normative mean in receptive vocabulary tests, such as the Peabody Picture Vocabulary Test (PPVT) (Allison, Robinson, Hennington, & Bettagere, 2011 ; Horton-Ikard & Weismer, 2007 ).…”

Section: Discussionsupporting

confidence: 88%

Development and evaluation of the Ingwavuma receptive vocabulary test: A tool for assessing receptive vocabulary in isiZulu-speaking preschool children

Mazibuko

Chimbari

2020

South African Journal of Communication Disorders

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Background This study used local resources- community members, photographer and speech therapists to develop a new test for screening receptive language skills and sought to determine its feasibility for use with a larger population in KwaZulu-Natal province, South Africa. Objectives The aim of this study was to develop a one-word receptive vocabulary test appropriate for screening and diagnosis of isiZulu-speaking preschool-aged children. The objectives were (1) to determine sensitivity and specificity of the Ingwavuma Receptive Vocabulary Test (IRVT) and (2) to determine the relationship of IRVT scores with age, gender, time and the confounding variables of stunting and school. Method The study was quantitative, cross-sectional and descriptive in nature. The IRVT was piloted before being administered to 51 children (4–6 years old). Statistical analysis of test item prevalence, correlations to confounding variables and validity measurements were conducted using Statistical Package for Social Scientists version 25 (SPSS 25). Results The IRVT was able to profile the receptive skills for the preschool children in Ingwavuma. The mean raw score for boys was 35, and 32 for girls. There was a significant Pearson correlation between test scores and age (0.028, p < 0.05) with a high effect size (Cohen’s d = 0. 949), gender ( r = –0.032, p < 0.05) with a medium effect size (Cohen’s d = 0.521) and school ( r = 0.033, p < 0.05) with a small effect size (Cohen’s d = 0.353). The sensitivity and specificity values were 66.7% and 33%, respectively. The test reliability (Cronbach’s alpha) was 0.739, with a good test–retest reliability. Conclusion The IRVT has potential as a screening test for isiZulu receptive vocabulary skills amongst preschool children. This study contributes to a development of clinical and research resources for assessing language abilities.

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Section: Discussionsupporting

confidence: 88%

Development and evaluation of the Ingwavuma receptive vocabulary test: A tool for assessing receptive vocabulary in isiZulu-speaking preschool children

Mazibuko

Chimbari

2020

South African Journal of Communication Disorders

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“…On the contrary, as revealed in this research and supported by the earlier studies, teachers in the developing contexts such as Pakistan urgently need follow-up support since they struggle in an educational context where there is no support for them (Mohammed & Harlech-Jones, 2008). In addition, multi-grade setting is a common issue in rural areas reported not only from another developing context such as South Africa (Hannaway et al, 2019) but also from the same region where the current research was conducted (Nawab & Baig, 2011). Consequently, what makes PD effective is considering the real needs of teachers in a particular context and providing them with more relevant support (Lindvall, Helenius, & Wiberg, 2018).…”

Section: Discussionsupporting

confidence: 62%

“…In addition, the needs of teachers in rural and remote areas are quite different and this brings different implications for PD of teachers in those settings. Hannaway, Govender, Marais, and Meier (2019) found that in rural areas of South Africa, schools are characterized by multi-grade setting. Teachers teaching in that setting require skills and competence to teach multi-grade classes.…”

Section: Effective Professional Developmentmentioning

confidence: 99%

Satiating Hunger with Water: Perceived Features of Professional Development for Teachers in Rural Pakistan

Nawab¹,

Zainulabidin²

2021

E&SD

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Aimed at understanding what makes Professional Development (PD) effective and valued for teachers, this research examines the perceptions of key stakeholders in rural Pakistan. A qualitative case study approach was used to draw on the experiences of the key stakeholders including providers of PD, officials of education department, school principals and teachers. Focus group interviews were used as the major research tool to generate data. The research findings revealed that stakeholders value a PD program that is relevant to teachers’ immediate needs, focuses on both content and pedagogy, involves active learning experiences, extends over a long period and includes follow-up support. It is found that the majority of the PD programs on offer for teachers lacked most of these features. Based on these findings, the research argues that the existing PD programs offered for teachers in rural Pakistan are externally driven and less informed by the views, needs and experiences of stakeholders. The research also highlights that context is a significant influential factor in determining features of PD for a particular region.

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“…Data is ingesamel met behulp van 'n vraelysinstrument wat uit sewe oop vrae bestaan het. Die vraelys, wat elektronies na die gekose deelnemers gestuur is, was gebaseer op oortuigingsvraelyste, wat algemeen in onderwysnavorsing gebruik word (Hammer & Elby 2002;Hannaway, Govender, Marais & Meier 2018). Die vraelys het bestaan uit biografiese vrae, vrae oor onderwyserkennis en -sienings van wat assessering behels, vrae oor die onderwysers se vertroue in hulle eie assesseringspraktyke, en vrae oor soorte assessering, terugvoer, die gehalte van assesserings en vrae oor die waarde van assessering vir leer.…”

Section: Navorsingsmetodologieunclassified

Onderwyserkennis van assessering - implikasies vir die opleiding van onderwysers

Plessis¹,

Westhuizen²

2021

Tydskr. geesteswet.

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Assesseringsgeletterdheid is 'n belangrike komponent van die professionele voorbereiding van onderwysers. Onderwysers moet hierdie kennis toepas, deel maak van hulle pedagogiese inhoudskennis en deur praktykervaring daarop voortbou. Die navorsingsvraag in hierdie studie word gelei deur die vraag: Wat behels onderwysers se ervaring en kennis van assessering nadat hulle 'n program vir die Nagraadse Onderwyssertifikaat (NOS) aan 'n afstandsonderriginstansie voltooi het? 'n Totaal van 20 diensdoende onderwysers is doelgerig gekies en 14 deelnemers het ingestem om aan die studie deel te neem. Die ouderdom van die vyf manlike en nege vroulike deelnemers het tussen 26 en 54 jaar gewissel. Die onderwysers, wat almal minstens vyf jaar se praktykervaring gehad het, moes oop vrae beantwoord oor die doeleindes van assessering, hulle eie sienings rakende goeie assesseringspraktyke, die rol van terugvoer en handelinge in assessering wat daarop gemik is om leer te optimaliseer. Die bevindings van die studie word bespreek aan die hand van Bereiter se raamwerk van kennisbou in die onderwys en die maniere waarop kennisoortuigings in professionele leer tot die uitbouing van pedagogiese inhoudskennis bydra. Die hoofbevindings was dat die onderwysers deeglik oor assesseringsdoeleindes en goeie assesseringspraktyke ingelig is en weet hoe om terugvoer te hanteer en wat om met assesseringsinligting te doen om leer te verbeter. Die onderwysers is ook vol vertroue dat hulle kennis en praktyke voldoende en doelmatig is. Hulle voorkeurpraktyke is daarop gerig om leerderprestasie te verbeter. Die onderwysers het 'n behoefte aan opleiding in die gebruik van taksonomieë en tegnologie, en het 'n verlenging van onderwyspraktykervaring voorgestel. Die implikasies hiervan vir die opleiding van onderwysers en voortgesette professionele leer is ten slotte bespreek.

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Growing Early Childhood Education Teachers in Rural Areas

Cited by 17 publications

References 9 publications

Development and evaluation of the Ingwavuma receptive vocabulary test: A tool for assessing receptive vocabulary in isiZulu-speaking preschool children

Development and evaluation of the Ingwavuma receptive vocabulary test: A tool for assessing receptive vocabulary in isiZulu-speaking preschool children

Satiating Hunger with Water: Perceived Features of Professional Development for Teachers in Rural Pakistan

Onderwyserkennis van assessering - implikasies vir die opleiding van onderwysers

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