Personal Commitment Statements In Evaluating Continuing Education: Evolutionary Practice, Juan Bornman, Brenda Louw
Feb 2019
Personal Commitment Statements In Evaluating Continuing Education: Evolutionary Practice, Juan Bornman, Brenda Louw
Brenda Louw
The use of a Commitment-to-Change (CTC) statement to evaluate Continuing Education was investigated through a case study design. A CE event on communication disorders within the ICF-CY framework was evaluated by a Personal Commitment form and a follow-up survey. Results of a thematic analysis of statements and follow-up survey illustrate the important potential of this evolutionary approach.
Revisiting The Roles And Responsibilities Of Speech-Language Therapists In South African Schools, Anna Maria Wium, Brenda Louw
Dec 2013
Revisiting The Roles And Responsibilities Of Speech-Language Therapists In South African Schools, Anna Maria Wium, Brenda Louw
Brenda Louw
Th e role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. This article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an effort to address past inequities. Th is paper addresses several of the questions that emerged from …
Continued Professional Development Of Teachers To Facilitate Language Used In Numeracy And Mathematics, Brenda Louw
Dec 2011
Continued Professional Development Of Teachers To Facilitate Language Used In Numeracy And Mathematics, Brenda Louw
Brenda Louw
Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a …
Evaluation Of A Programme To Support Foundation-Phase Teachers To Facilitate Literacy, A.M. Wium, Brenda Louw, Irma Eloff
Nov 2011
Evaluation Of A Programme To Support Foundation-Phase Teachers To Facilitate Literacy, A.M. Wium, Brenda Louw, Irma Eloff
Brenda Louw
Learners who do not develop adequate listening and language skills during their early years are at risk of academic failure and early drop-out. Future learning problems may be prevented by supporting these children in the foundation phase to overcome their developmental delays. A continued professional development (CPD) programme was developed to support foundation-phase teachers to facilitate literacy. The theoretical basis for the workshop material was the articulation between an auditory processing model, a language processing model, and literacy.
The focus of this article is on the qualitative findings obtained from the literacy component of a more comprehensive CPD programme that …
Teacher Support - An Exploration Of How Foundation-Phase Teachers Facilitate Language Skills, Anna-Maria Wium, Brenda Louw
Jan 2011
Teacher Support - An Exploration Of How Foundation-Phase Teachers Facilitate Language Skills, Anna-Maria Wium, Brenda Louw
Brenda Louw
The role of speech-language therapists (SLTs) has been redefined by White Paper 6, which emphasizes the role of support to both teachers and learners. SLTs have expert knowledge and skills pertaining to communication and language, and therefore have much to contribute to the process of learning in teaching. This article builds on a previous article published in the 2010 edition of the journal, which reported on the process of supporting teachers to facilitate listening, language and numeracy skills in semi-rural and urban (township) contexts. In this follow-up article the focus is on the qualitative findings obtained from a specific section …
