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This comprehensive textbook for reception year and foundation phase for teacher education students and teachers is based on The Reception Year, previously published by Heinemann. The focus in this book is throughout on how the child needs to explore the world through play. The book follows an integrated approach that will support the learner in terms of intellectual, physical, emotional, perceptual and language development. In line with the foundation phase guidelines the book has been written to include those areas that teachers grapple with, such as emergent literacy, reading and writing, emergent numeracy, movement, music and visual arts, assessment and inclusivity.
An Introduction To Scholarship offers a practical, skills-based approach to developing the basic academic and critical thinking skills required to succeed in the tertiary environment.
Teaching Strategies: For Quality Teaching And Learning is a practical guide to quality teaching and learning in South African schools. The book provides an introduction to the principles of effective teaching and learning, with special reference to how these principles can be applied within the framework of South Africa’s National Curriculum Statement Grades R–12.
It gives detailed guidelines for using nine broad teaching strategies that have proven to be effective across all phases of school. The final chapter introduces the principles of quality assessment, and links these to the National Protocol for Assessment Grades R–12.
This book is particularly useful for teacher education students, both as a text for their theoretical studies and as a reference during their practice teaching placements and later teaching careers.
This is the definitive book about the biggest changes in education, schooling and teaching since the school classroom was invented almost 300 years ago. The vision and power of the original "Learning Revolution" remains, but the authors now address current developments such as: how instant information and interactive technology are finally forcing a complete rethink of everything we've ever believed about education; how new interlocking networks are creating dramatic new models for learning; and how new teaching methods are revolutionizing schooling in pockets around the world. Dryden, the award-winning television and radio talk show host, is just completing a series of television programmes on new methods of learning and Vos is putting the finishing touches to a seven-year doctoral research project into the same subject. The combined power of these two dynamic authors is highly compelling!
How can teachers identify and deal with barriers to learning in an insightful and systemic way? What sort of educational, contextual, social and developmental barriers face students in a developing society? Educational Psychology in social context: Ecosystemic applications in southern Africa is a tried-and-tested textbook which applies educational psychology - and, specifically, a unifying ecosystemic framework - to aid teachers and other educators to enhance the learning experience of students in a developing society. The book is relevant to both undergraduate and postgraduate study in either pre-service or in-service teacher education. It can be used for courses in educational psychology in programmes such as B.Ed., Bed (Hons) and PGCE and as a handbook for teachers in the fields. The 5th edition continues to build on the tradition of excellence that this book has established in the market. New to this edition, includes sections on bibliotherapy, positive psychology and a considerable extension of the current section on emotional difficulties. Practical guidelines on how to accommodate different learning needs and styles in the classroom have been expanded, as in addition to behavioural challenges, this is a major challenge for teachers in our schools, particularly where they are taking inclusion seriously.
Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, ART & CREATIVE DEVELOPMENT FOR YOUNG CHILDREN, 8th Edition, takes a child-centered approach to art education. Updated throughout, the book includes an in-depth discussion of technology to aid teachers in understanding the role that technology can play in children's visual art appreciation and production. Guidelines for establishing an inclusive art program in classrooms for young children are included for early childhood professionals. Activities and recipes make the text a valuable resource for in-service teachers.
Constructing a good dissertation is a guide to writing good dissertations. The approach is both practical and sensible. The entire dissertation process is broken down into manageable pieces. What to do, when to do it, the sense behind doing it, and how to do it efficiently are explained in a clear and easily understood way. Checklists and online support are included: Strategies for success before researching or writing; manage the dissertation project; structure the dissertation; find a doable topic and identify an appropriate problem in it; do effective preliminary and detailed research; write proposals that work; plan and write the 'big five' - introduction, literature review, method chapter, body, conclusion; work effectively with supervisors; avoid common errors; mark your own dissertation before handling it in; pass cum laude.
Using teaching scenarios this book highlights the complex journey a novice teacher has to undertake to become a competent practitioner in the face of the daily intricacies and messiness of teaching. Scenarios expose teacher education students to the realities of the classroom. This expanded second edition explores the multiple roles of the teacher and can be used to good effect to train students to become engaged and excellent teachers.
The intermediate phase is a critically important period in schooling, when most learners make the transition from learning in their home language to using English as the language of learning and teaching. Learners and teachers find it a daunting time. There are language and literacy challenges in learning English as a subject, in addition to the linguistic complexities of classrooms in urban areas. Recent research has indicated that many intermediate phase learners are also still not fluent readers. Teaching English: As A First Additional Language In The Intermediate And Senior Phase will support teachers in overcoming these classroom challenges.
The book starts by exploring who the Intermediate and Senior Phase learner is – physically, socially, emotionally and cognitively – and then focuses on the skills of reading and viewing, writing, and speaking and listening.
In addition, the text:
Teaching English: As A First Additional Language In The Intermediate And Senior Phase is suitable for preservice teachers completing a BEd or a PGCE. In-service teachers will also find it useful.
These study guides cover the basic concepts and skills required in a subject at first-year level and combine generic academic skills, professional skills and academic content. They simplify difficult concepts and allow the student to practice and apply these concepts. Each chapter covers the key areas of skills, ideas and practice. The step-by-step approach promotes an understanding of complex concepts. Practice for the exam exercises at the end of each chapter help students prepare for the exams. Tips are provided on how to cope with learning in the tertiary environment.
Teaching–Learning Dynamics is a field-leading teacher education textbook that has been used by student teachers and beginner teachers across South Africa for over 20 years. The new fifth edition has updated content to: Bring it in line with the Curriculum Assessment Policy Statements (CAPS) and other recent South African curriculum policy changes; include a new chapter on the theoretical foundations of teaching and learning; include a chapter on using media in the classroom. This book is now in a more reader-friendly design and format, including key terms and definitions for each chapter, note boxes in the margins and QR codes linking readers to useful online videos and resources. The aim of this book is to support and empower both students and teachers with as many practical resources as possible including lesson plans, assessment tools, lesson transcripts, case studies and more. It also supports lecturers with a range of additional resources including multiple-choice questions, short answer questions and a range of PowerPoint slides with activities to encourage student participation and engagement.
The reception year, before a child starts formal schooling in Grade 1, is critical in a child's development. It is in the Grade R year that the teacher has a unique opportunity to enhance the knowledge, skills, attitudes and values that will shape the child's later academic success. A high-quality Grade R programme is therefore very important. Teaching Grade R promotes a participatory and child-centred approach to learning, based on the pedagogy of play that positions children as active learners and encourages teachers to become critically reflective practitioners. This pedagogy of play is explained in detail in the book, and suggestions and pointers are given as to how it can be used in the classroom to enhance learning.
This UNISA Custom edition contains selected chapters of the 12th Edition of Educational Psychology, maintaining the lucid, jargon-free writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance for teachers and students in classrooms.
Your lecturer has created this personalised learning resource to support your studies. It contains Pearson content from our world-renowned textbook authors, and often also industry case studies and articles. It includes just the bits your lecturer knows you need - nothing extra!
They may also have included their own, bespoke, learning materials specific to your course.
Practical guide to facilitating language learning 4estimulates creative thinking in the classroom and makes language learning fun. Students teachers will find guidance on creating interesting lessons for a multilingual environment and how to develop language confidence in their learners. Practical guide to facilitating language learning is aimed at English methodology or language methodology courses offered in BEd, BEd (Honours), ACE and PGCE qualifications as well as the professional teachers. It is designed to address all phases but it is particularly well suited to Intermediate and Senior Phase.
Explains understanding the intended audience, the purpose of the paper, and academic genres; includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising; shows how to write summaries and critiques; features "language focus" sections that address linguistic elements as they affect the wider rhetorical objectives; and helps students position themselves as junior scholars in their academic communities. Among the many changes in the third edition: newer, longer, and more authentic texts and examples greater discipline variety in texts (added texts from hard sciences and engineering) more in-depth treatment of research articles greater emphasis on vocabulary issues revised flow-of-ideas section additional tasks that require students to do their own research more corpus-informed content The Commentary has also been revised and expanded. This edition of Academic Writing for Graduate Students, like its predecessors, has many special features: It is based on the large body of research literature dealing with the features of academic (or research) English and extensive classroom experience. It is as much concerned with developing academic writers as it is improving academic texts. It provides assistance with writing part-genres (problem-solutions and Methods and Discussion sections) and genres (book reviews,research papers). Its approach is analytical and rhetorical-users apply analytical skills to the discourses of their chosen disciplines to explore how effective academic writing is achieved. It includes a rich variety of tasks and activities, ranging from small-scale language points to issues of how students can best position themselves as junior researchers.
If you are wanting insight into the vibrant field of educational psychology in South Africa at the present moment, this is the book for you. Researchers and practitioners from sixteen South African universities have collaborated to provide succinct, thoughtful and contextually relevant insights into the dynamics encountered in educational psychology today. Educational psychology as a science is explored within a variety of environments and connected to the dynamic profession of being an educational psychologist. The text presents South African examples, which are deeply rooted in the South African context, and presents nuanced understandings of the complexities of educational Psychology as a developing field.
What is the aim of education in the 21st century? Is it to search for truth, to improve the human condition, or to bolster a country's economy and meet the workforce needs of the state? Or should the aim of education be focused on social, academic, cultur
Financial school management explained, 3rd edition provides a comprehensive overview of managing school finances. This title provides content useful for Education students, particularly ACE courses focusing on leadership/management, 4th year BEd students, BEd (hons) courses in educational management and Educational Management diploma students.
Education is confronted with continual curriculum changes at all levels, from school to higher education. Teachers play an important role as key agents of curriculum change, and can contribute to the successful and dynamic development of curriculum if the
Realigning Teacher Training in the 21st Century is the product of extensive research that was conducted by UNISA academics in five provinces in South Africa. In this project, 500 primary schools were targeted and the research aimed to find out how Annual National Assessments were affecting the performance of the learners. In addition, the study explored the curriculum and its challenges in schools. The findings clearly indicated that these schools face many challenges and that there is a need to realign teacher training in South Africa so that teaching and learning address the issues uncovered by the research. This book addresses ways that this realignment can happen. Each chapter focuses on a particular aspect or challenge, relating to the subjects that were targeted in the research project. The chapters offer a theoretical approach, where appropriate, and focus on practical changes that can be implemented.
The more parents are involved in their children’s schooling the better their children’s academic achievements, the more positive their attitudes to schooling and the lower the drop-out rate. These are the outcomes shown by the latest, worldwide research.
In addition, parents involved in schools are more likely to increase their interaction with their children at home, are more confident about their ability to help their children and rate teachers more positively. With greater parental involvement, teachers feel less isolated and more motivated in their teaching tasks.
Yet, while South African educators and policymakers endorse active parent participation, parents are not always treated as full partners in their children’s schooling.
Organising Parent Involvement in SA Schools is a useful guide to more productive relationships between parents and schools, educators and school governing bodies. It describes a comprehensive and sustainable model for parent involvement which can be adjusted to meet the needs of different school contexts. The authors deal with each type of involvement and point out strategies for their implementation.
The emerging consensus is that the education system in South Africa is in crisis. Understanding how this happened is crucial to finding a way in which all South Africans, especially the poorest of the poor, can have meaningful access to quality schooling and improving the professional practice of teaching in South Africa.
This book engages critically with the conception of teaching advocated by the proponents of OBE. The various chapters in the book identify its assumptions, evaluate their tenability, and show what implications for other ideas they give rise to. The book is written in honour of Wally Morrow and as a dialogue with his project around the learning and teaching in post-Apartheid South Africa. A substantial part of Wally Morrow’s work – in papers and chapters, working groups and advisory committees – has been devoted to retrieving the primacy of the practice of professional teaching in our thinking about the transformation of schooling and education. Together, the chapters in this volume advance the project of retrieval, hence its title, Retrieving Teaching.
It is in this spirit that the contributors to this volume engage in a critical debate with Morrow’s ideas and arguments. The authors have committed themselves to Morrow’s insistence that critique of knowledge claims, premises, reasoning, evidence and conclusions are the very grounds of critical thinking, rational argument and debate. Each chapter takes up an idea from Morrow’s framework of thinking and explains, extends or criticizes it. Several of the chapters were first presented, in earlier versions, as part of the Symposium on Learning to Teach in South Africa at the Kenton Conference (Kenton at P[h]umula Olwandlein) – an event in which lively critical debate at times stretched the principle of charity to its limits.
While South Africa is the context and focus of this volume, the issues it addresses – curriculum, pedagogy and learning - are perennials in the field of teaching, teacher education and curriculum in many parts of the world.
Drawing on the work of researchers in a range of fields including psychology, sociology, anthropology, linguistics, economics, the health sciences, and mathematics education, this book documents the depth and scope of the primary education crisis and provides a comprehensive and rigorous explanation of its causes.
Primary Education in Crisis pulls together the wealth of research health, poverty, resources, language and teaching as factors in academic achievement, in reading, writing and mathematics. At the centre of the book is an analysis of the published studies that systematically document what teachers teach and fail to teach, and why it is that teaching is at the heart of the crisis in primary education. The author suggests that there are no quick fixes, but only hard choices and that, for reform to succeed, it must be evidence-based.
This title is intended to make it easier for undergraduate law and commerce students to gain a proper appreciation of the principles of business entities as laid down in the cases. The title will provide students who do not have ready access to the law reports with a selection of extracts from the leading English and South African cases on mainly company and partnership law. It is written for use in conjunction with standard text books on the subject.
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