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Teaching Reading in a Multi-Grade Class: Teachers' Adaptive Skills and Teacher Agency in Teaching across Grade R and Grade 1

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Title: Teaching Reading in a Multi-Grade Class: Teachers' Adaptive Skills and Teacher Agency in Teaching across Grade R and Grade 1
Language: English
Authors: Ramrathan, Labby, Mzimela, Jabu
Source: South African Journal of Childhood Education. 2016 6(2).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 8
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Grade 1
Descriptors: Reading Instruction, Grade 1, Literacy, Case Studies, Multigraded Classes, Elementary School Students, African Languages, Native Language Instruction, Professional Autonomy, Elementary School Teachers, Teacher Attitudes, Decision Making, Foreign Countries, Knowledge Base for Teaching, Oral Reading, Teaching Methods, National Programs, Recreational Reading
Geographic Terms: South Africa
ISSN: 2223-7674
Abstract: The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time.
Abstractor: As Provided
Number of References: 28
Entry Date: 2018
Accession Number: EJ1187139
Database: ERIC
FullText Text:
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  Data: Teaching Reading in a Multi-Grade Class: Teachers' Adaptive Skills and Teacher Agency in Teaching across Grade R and Grade 1
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time.
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      – Text: English
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      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Multigraded Classes
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: African Languages
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Knowledge Base for Teaching
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      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: National Programs
        Type: general
      – SubjectFull: Recreational Reading
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      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Teaching Reading in a Multi-Grade Class: Teachers' Adaptive Skills and Teacher Agency in Teaching across Grade R and Grade 1
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