Waarom is Geletterdheid in die Grondslagfase uniek? Die boek behandel die onderrig van Afrikaans as huistaal in Graad 1, 2 en 3 soos beskryf in die Kurrikulum- en assesseringsbeleidverklaring (KABV) van 2011. Die boek bevat ook inligting vir die onderrig van Graad R. Dit fokus op die onderwyspraktyk en het terselfdertyd 'n sterk navorsingsinslag. 'n Teoretiese agtergrond tot taalontwikkeling en basiese geletterdheid is in hierdie uitgawe ingesluit. Die belangrikheid van moedertaal of huistaal word beklemtoon. Die onderrig van luister, praat, lees en kyk, skryf, dink en redeneer asook taalstruktuur en -gebruik word breedvoerig bespreek en praktiese idees word gegee. Handskrifonderrig word behandel met voorbeelde uit die praktyk. Assessering word by elke taalvaardigheid bespreek en voorbeelde word gegee. Die teks is krities gelees deur kundiges in die praktyk en die akademiese wereld. 'n CD-Rom met 'n Graad 1 skriftipe is ingesluit. Die CD-Rom is ontwikkel deur Judy van Heerden, 'n dosent in die Departement Vroee Kinderonderwys aan die Universiteit van Pretoria. Vir wie is die boek geskryf? Persone wat gemoeid is met die onderrig van Afrikaans as huistaal of addisionele taal in die Grondslagfase. Ouers wat hul kinders tuis onderrig. Dosente en studente in die Grondslagfase. Almal wat basiese en nuwe idees vir die onderrig van Afrikaans soek.

This newly updated and expanded second edition of Collaborating for Inquiry-Based Learning explains effective IBL scaffolding and the school librarian's role as the lead in the collaborative process of inquiry-based teaching. Want to learn how to easily put inquiry theory into practice in your school library? This newly revised and expanded practical resource links pedagogical theory, research, and practical application of Inquiry-Based Learning (IBL). An important resource for school librarians, classroom teachers, and school library preparation programs, this thoroughly updated second edition of Collaborating for Inquiry-Based Learning explores Inquiry-Based Learning in greater depth and addresses new educational insights. Readers will learn the new research model PLAN and understand how the steps Prepare, Learn, Analyze, and New Discoveries define a deliberative, metacognitive process that offers simplicity and flexibility. This step-by-step guide moves new and experienced educators seamlessly from assessment of students' needs and prior knowledge through formative and summative assessments to reflection. It offers practical applications for immediate use by educators with students and makes it clear why the school librarian is ideally suited to be the lead in the collaborative process of inquiry-based teaching. This comprehensive guide to IBL is appropriate as a main text or supplementary reading for courses in instructional design and curriculum. Positions the librarian as a key leader and collaborator in the inquiry process Offers educators an alternative resource and tech-based approach for integrating inquiry into instruction Presents a research-based methodology with step-by-step instructions that ease real-world implementation Introduces the research model PLAN that can be used with all grade levels and is built on educational theory

Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The Handbook of Research on Science Education and University Outreach as a Tool for Regional Development is a comprehensive reference source for the latest scholarly material on the expanded role of universities for community engagement initiatives. Providing in-depth coverage across a range of topics, such as resource sharing, educational administration, and technological applications, this handbook is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the active involvement of education institutions in community outreach.

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

The book is designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice. We would assume that users have some basic knowledge of using SAS to read data and conduct basic analyses (e.g., descriptive statistics, frequency distributions). In addition, the reader should be familiar with basic statistical concepts such as descriptive statistics (e.g., mean, median, variance, standard deviation), percentiles and the rudiments of hypothesis testing. They should also have a passing familiarity with issues in psychometrics such as reliability, validity and test/survey scoring. The authors do not assume any more than basic familiarity with these issues, and devote a portion of each chapter (as well as the entire first chapter) to reviewing many of these basic ideas for those not familiar with them. This book will be useful either as a primary text for a course on applied measurement where SAS is the main platform for instruction, or as a supplement to a more theoretical text. The readership will include graduate students, faculty members, data analysts and psychometricians responsible for analysis of survey response data, as well as educational and psychological assessments. This book aims to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter covers an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics are briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that is presented subsequently. Readers are then presented with examples illustrating a particular concept (e.g., reliability). These examples include a discussion of the particular analysis, along with the SAS code necessary to conduct them. The resulting output is then discussed in detail, focusing on the interpretation of the results. Finally, examples of how these results might be written up is also included in the text. This mixture of theory with examples of actual practice will serve the reader both as a pedagogical tool and as a reference work.

Effective schools engage a wide range of families and community members to support their award?winning programs. This monograph highlights exemplary examples of communities, including foundations, community organizers, non?profit organizations, community agencies, as well as school districts, that lead successful group, school, district and state level initiatives to improve educational outcomes. Practitioners and scholars join hands to share promising practices and research?based examples of community initiatives that have had positive impacts on families, schools, and communities. This monograph is vital to educational leadership preparation programs; education policymakers at the local, state, and national levels; school and district level administrators; and a broad range of community leaders.

When Michael Copperman left Stanford University for the Mississippi Delta in 2002, he imagined he would lift underprivileged children from the narrow horizons of rural poverty. Well-meaning but naive, the Asian American from the West Coast soon lost his bearings in a world divided between black and white. He had no idea how to manage a classroom or help children navigate the considerable challenges they faced. In trying to help students, he often found he couldn't afford to give what they required - sometimes, with heartbreaking consequences. His desperate efforts to save child after child were misguided but sincere. He offered children the best invitations to success he could manage. But he still felt like an outsider who was failing the children and himself. Teach For America has for a decade been the nation's largest employer of recent college graduates but has come under increasing criticism in recent years even as it has grown exponentially. This memoir considers the distance between the idealism of the organization's creed that ""One day, all children will have the opportunity to attain an excellent education"" and what it actually means to teach in America's poorest and most troubled public schools. Copperman's memoir vividly captures his disorientation in the divided world of the Delta, even as the author marvels at the wit and resilience of the children in his classroom. To them, he is at once an authority figure and a stranger minority than even they are - a lone Asian, an outsider among outsiders. His journey is of great relevance to teachers, administrators, and parents longing for quality education in America. His frank story shows that the solutions for impoverished schools are far from simple.

The Bologna Process created the European Higher Education Area (EHEA), establishing comparable higher education structures within the EHEA member states, but the process has also been influential in countries outside of the EHEA. The map of the EHEA on the cover page of this book presents current active members of the EHEA, following EHEA membership changes in April 2022. Towards Social Justice in the Neoliberal Bologna Process combines research from leading international scholars. The eclecticism of the perspectives shed light on the interaction between neoliberal and social justice discourses in the Bologna Process by exploring neoliberal aspects of Bologna and the growing voice of social justice. The editors present these discourses as complementary rather than opposing, contrary to popular perspectives in the wider literature. Applying this lens to the analysis of a range of Bologna's action lines in the context of the EHEA and beyond is very important, particularly now. Identifying pitfalls in the social justice agenda in the Bologna Process calls for the attention of Bologna policymakers on the international level to address these issues in the run-up to the new 2030 EHEA deadline. This timely collection is essential reading for higher education scholars, policymakers, and postgraduate students across the EHEA, as well as countries beyond the EHEA that have been aligning their systems of education to the Bologna Process.