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Download full textBlease, Bernita; Condy, Janet – Reading & Writing: Journal of the Reading Association of South Africa, 2015
The purpose of this research project was to understand how Cambourne's theory of social constructivism, particularly his four instructional principles, was applied to the teaching of writing in two rural multigrade Foundation Phase classrooms in the Western Cape. Multigrade schools account for 30% of all primary schools in South Africa, but in…
Descriptors: Foreign Countries, Writing Instruction, Teaching Methods, Rural Schools
Direct linkBreed, Betty; Mentz, Elsa; Havenga, Marietjie; Govender, Irene; Govender, Desmond; Dignum, Frank; Dignum, Virginia – African Journal of Research in Mathematics, Science and Technology Education, 2013
The research reported in this article formed part of an internationally funded project about the empowerment of Information Technology (IT) teachers in economically deprived rural schools in the North-West and KwaZulu-Natal provinces in South Africa. The current paper focused on the use of self-directed metacognitive (SDM) questioning in a pair…
Descriptors: Foreign Countries, Information Technology, Teacher Competencies, Grade 10
Green, Lena; Condy, Janet; Chigona, Agnes – South African Journal of Education, 2012
We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist of short stories of classroom life designed to…
Descriptors: Preservice Teachers, Inquiry, Communities of Practice, Thinking Skills
