http://hdl.handle.net/11189/1920 Wed, 12 Aug 2026 03:48:37 GMT 2026-08-12T03:48:37Z http://hdl.handle.net/11189/10435 Title: Examining the impact of fictional stories on reading comprehension: successes and insights Authors: Moloi, Tshepang Jacob Abstract: Reading comprehension challenges are prevalent worldwide and continue to deter the goals set by various national curricula. This is particularly clear in South Africa's Curriculum Assessment Policy Statement (CAPS), which emphasizes essential competencies such as literacy and numeracy. Above all, CAPS underscores skills, attitudes, and knowledge as the fundamental goals needed to produce independent citizens. To promote the acquisition of these competencies, reading strategies like reading aloud and paired reading are commonly implemented. However, despite these efforts, reading comprehension in the English First Additional Language (EFAL) at the intermediate phase remains an important challenge to achieving curriculum outcomes. This study aims to examine how the use of fictional stories can enhance EFAL reading comprehension. The study employed a participatory action research approach using qualitative method, with structured interviews generating the results. Additionally, 13 participants from a district in the Free State were purposively sampled. Human values such as forgiveness, sympathy, and empathy, along with reading engagement, were identified as core aspects attributed to fictional stories. Fictional stories enhance reading comprehension as readers not only develop critical thinking skills but also benefit from values like compassion, empathy, and humility conveyed through characterizations. The study findings aim to affect policy frameworks and strategies aimed at enhancing reading comprehension in intermediate schools. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11189/10435 2024-01-01T00:00:00Z http://hdl.handle.net/11189/7209 Title: Technology integration : exploring interactive whiteboards as dialogic spaces in the foundation phase classroom Authors: De Silva, Chamelle R; Chigona, Agnes; Adendorff, Stanley A Abstract: Among its many affordances, the interactive whiteboard (IWB) as a digital space for children's dialogic engagement in the Foundation Phase classroom remains largely under-exploited. This paper emanates from a study which was undertaken in an attempt to understand how teachers acquire knowledge of emerging technologies and how this shapes their classroom practices when employing technology as a pedagogic tool. The findings of this ethnographic case study show that, while teachers have become technically skilled through continuous professional teacher development (CPTD), they have also begun to reflect more rigorously on constructivism as a learning theory. Data was generated through semi-structured interviews and classroom observations with digital video recordings. Observations revealed a perceived gap in the use of the IWB as a promising space to generate reciprocal dialogue in classrooms to influence curriculum delivery and learning. This paper argues, therefore, that IWBs can become spaces for dialogic engagement to expand learners’ participation and higher order thinking skills through pedagogic strategies. Thus, there is a need to introduce Foundation Phase teachers to dialogic teaching methodologies and the potential impact thereof on learner engagement and learning. Fri, 01 Jul 2016 00:00:00 GMT http://hdl.handle.net/11189/7209 2016-07-01T00:00:00Z http://hdl.handle.net/11189/7201 Title: “I will paddle my own canoe” : experiences of unaccompanied refugee children Authors: Chimbala-Kalenga, Rosemary; Meda, Lawrence Abstract: There is a dearth of information pertaining to experiences that unaccompanied refugee children encounter. The purpose of this paper is to explore the experiences of unaccompanied refugee children. The study was conducted using a qualitative case study of a school of refugees in South Africa. Its paradigmatic position was interpretive. Twelve unaccompanied refugee children were purposively selected to participate in the study. The study reported that unaccompanied refugee children face greater challenges compared to their accompanied refugee counterparts. They are denied basic human rights such as rights to education, healthcare and social services. This study concludes that a country like South Africa which is a signatory to the United Nations Geneva Convention on the Status of Refugees should find new ways of accommodating unaccompanied refugee minors to ensure rights of refugees. Wed, 01 Jun 2016 00:00:00 GMT http://hdl.handle.net/11189/7201 2016-06-01T00:00:00Z http://hdl.handle.net/11189/7193 Title: Centres of specialisation : what is needed to be a TVET centre of specialisation? Authors: Van der Bijl, Andre; Ebrahim, A. Abstract: For quite some time Technical and Vocational Education and Training (TVET) colleges have, incorrectly, been seen as inferior to other higher education institutions. However, due to recent developments in the higher education sector, particularly the recently released Fees Commission Report, there is now an intention that TVET colleges become institutions of first choice for young South Africans. To this end, there is an expectation for TVET colleges to produce graduates that are competent and employable. Parents, students and potential employers therefore expect high levels of competency from colleges. In particular, from the teaching staff employed at these colleges. Fri, 01 Jun 2018 00:00:00 GMT http://hdl.handle.net/11189/7193 2018-06-01T00:00:00Z