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Implementation enablers and constraints of a school-based intervention in a rural context
Thesis (PhD)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613497833029632 |
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| access_status_str | Open Access |
| author2 | Omidire, Margaret Funke |
| author_browse | Omidire, Margaret Funke |
| author_facet | Omidire, Margaret Funke |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76880 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:05.780Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76880 Implementation enablers and constraints of a school-based intervention in a rural context Omidire, Margaret Funke marisa.leask@gmail.com Ebersohn, L. (Liesel) Murphy, P. Karen Leask, Marisa Claudia UCTD Classroom discourse critical thinking enablers and constraints literacy South African rural school Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Thesis (PhD)--University of Pretoria, 2019. School-based intervention in a post-colonial context forms part of a transformational process to address equity and the right to quality education. Interventions have had limited effect reducing the disparity between the haves and the have-nots, thereby perpetuating the cycle of intergenerational poverty and inequality. Quality Talk, a classroom discourse intervention, was used as a case study to explore the broader issues of school-based intervention. Using a mixed-methods integrated design the data collected was used to identify potential enablers and constraints of school-based intervention research in a rural context. Building on active intervention implementation models in health and education research I propose an integrated approach to school-based intervention that focuses on a multilevel process of implementation. The implementation process emphasises the interrelationship between the intervention, participants, and context. The role of researcher, as an active ingredient of implementation, is to assess and align the intervention within its contextual setting with the participants as they reflect on the intervention implementation process. The implementation of the intervention is linked to developing a multilevel support system focusing on professional development, leadership, and perceptions and attitudes towards the intervention. Together these factors aim at facilitating the transitioning of school and individual readiness to intervention implementation thereby developing teacher competence in providing quality education to students in the classroom. es2026 Educational Psychology PhD Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2020-11-04T15:10:15Z 2020-11-04T15:10:15Z 20/04/22 2019 Thesis Leask, MC 2019, Implementation enablers and constraints of a school-based intervention in a rural context, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76880> A2020 http://hdl.handle.net/2263/76880 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Classroom discourse critical thinking enablers and constraints literacy South African rural school Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Implementation enablers and constraints of a school-based intervention in a rural context |
| title | Implementation enablers and constraints of a school-based intervention in a rural context |
| title_full | Implementation enablers and constraints of a school-based intervention in a rural context |
| title_fullStr | Implementation enablers and constraints of a school-based intervention in a rural context |
| title_full_unstemmed | Implementation enablers and constraints of a school-based intervention in a rural context |
| title_short | Implementation enablers and constraints of a school-based intervention in a rural context |
| title_sort | implementation enablers and constraints of a school based intervention in a rural context |
| topic | UCTD Classroom discourse critical thinking enablers and constraints literacy South African rural school Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/76880 |