ORCID Profile
0000-0003-4748-6338
Current Organisations
University of Queensland
,
University of the Witwatersrand
,
University of Nottingham
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Publisher: Frontiers Media SA
Date: 12-05-2020
Publisher: Springer Science and Business Media LLC
Date: 29-01-2013
Publisher: Zenodo
Date: 2020
Publisher: IGI Global
Date: 06-12-2019
DOI: 10.4018/978-1-7998-0323-2.CH004
Abstract: Although many teachers are sympathetic to critical literacy's social justice agenda, they are often unsure about how to implement it in their classrooms. This is particularly so in contexts where increased accountability requires standardized forms of assessment. The challenge for teacher educators is to find ways to support student teachers and teachers who are new to critical literacy. The chapter focuses on how postgraduate students new to critical literacy learn to use this approach with young children. The chapter explicates the ways in which formative assessment is practiced as part of a critical pedagogy to support students' understandings of critical literacy, it describes how low-risk opportunities to put critical literacy into practice are provided, furthermore it considers the ways in which dialogue works to support inexperienced critical literacy teachers and finally examines the benefits of formative assessment practices within a critical pedagogy from a teacher educator perspective.
Publisher: Informa UK Limited
Date: 07-07-2022
Publisher: Informa UK Limited
Date: 03-07-2023
Publisher: IGI Global
Date: 06-12-2019
DOI: 10.4018/978-1-7998-0323-2.CH018
Abstract: As an international team of scholars, we have in idually and collectively encountered a range of summative and formative assessment practices. Some of these assessment practices have originated from other parts of the world as policy practices increasingly entail global borrowing. We open this chapter with two compelling views of childhood one places the onus on leading, directing, and controlling children's learning the other views learning as idiosyncratic, unpredictable, and stunningly contingent on each child's vision of the world. We then introduce readers to a summative assessment associated with three countries (Australia, South Africa, and the United States) to explore how the use of these assessments contributes to the proliferation of particular views of childhood. Finally, we discuss the use of three formative literacy assessments that have gained international attention and present alternative visions of childhood and literacy learning.
Publisher: University of the Free State
Date: 10-05-2016
Publisher: Routledge
Date: 25-06-1971
Publisher: Education Association of South Africa
Date: 31-08-2019
Publisher: Academy of Science of South Africa
Date: 2018
Publisher: Routledge
Date: 07-02-7022
Publisher: Routledge
Date: 18-07-2013
Publisher: AOSIS
Date: 07-2012
Abstract: This paper explores a multidimensional mentorship model implemented between lecturers from the foundation phase at the Wits School of Education and four master’s students from the University of Limpopo, as part of the Departments of Education’s research initiative to strengthen foundation phase teacher education. Using three critical incidents, we interrogate mentors’ experiences of their mentoring practices. Two sets of literature, mentoring and social capital are used as a lens for analysing these incidents. Initial findings suggest the relationship has moved from the initiation to cultivation stage (Kram, 1985 Ragins & Kram, 2007). But, cultural preconceptions, implicit assumptions and institutional practices can impede or enhance information flows and trust. It is argued that weak ties characterised by mentors’ heterogeneity is a strength that has resulted in growing professional development. Through a process of reflection-on-practice, we have begun to think of ourselves as a fledging community of practice. This opens up possibilities for the larger research project.
Publisher: Routledge
Date: 16-10-2015
Publisher: Informa UK Limited
Date: 31-10-2023
Publisher: Informa UK Limited
Date: 10-2007
Publisher: AOSIS
Date: 12-03-2020
DOI: 10.4102/RW.V11I1.238
Publisher: AOSIS
Date: 17-04-2014
DOI: 10.4102/RW.V5I1.40
Abstract: Advances in technology, changes in communication practices, and the imperatives of the workplace have led to the repositioning of the role of writing in the global context. This has implications for the teaching of writing in schools. This article focuses on the argumentative essay, which is a high-stakes genre. A s le of work from one Grade 10 student identified as high performing in a township school in Cape Town (South Africa) is analysed. Drawing on the work of Ormerod and Ivanic, who argue that writing practices can be inferred from material artifacts, as well as critical discourse analysis, we show that the argumentative genre is complex, especially for novice first additional language English writers. This complexity is confounded by the conflation of the process and genre approaches in the Curriculum and Assessment Policy Statement (CAPS) document. Based on the analysis we discuss the implications of planning, particularly in relation to thinking and reasoning, the need to read in order to write argument and how social and school capital are insufficient without explicit instruction of the conventions of this complex genre. These findings present some insights into particular input needed to improve writing pedagogy for specific genres.
Publisher: Routledge
Date: 19-04-2010
Publisher: Routledge
Date: 15-11-2011
Publisher: Informa UK Limited
Date: 16-09-2020
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Kerryn Dixon.