Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context
Dissertation (MEd)--University of Pretoria, 2020.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613553867882496 |
|---|---|
| access_status_str | Open Access |
| author2 | Bester, Suzanne |
| author_browse | Bester, Suzanne |
| author_facet | Bester, Suzanne |
| 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 | Dissertation (MEd)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/79218 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:58.997Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/79218 Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context Bester, Suzanne miche.moll@gmail.com Conway, Miché UCTD Response to intervention Diagnostic measure Foundation phase teachers Inclusive education Differentiated instruction Learner support Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2020. The purpose of this exploratory case study was to explore and describe foundation phase teachers’ viewpoints on the viability of response to intervention (RTI) in their school context. The conceptual framework supporting this study was guided by sociocultural and social constructivist perspectives on learning and included the concepts of mediation, zone of proximal development, scaffolding and differentiated instruction which are concepts that underpin an RTI approach. Guided by an interpretivist paradigm, this qualitative case study provided insight into the viewpoints of nine foundation phase teachers on whether they believed an RTI approach could be viable within their own school context. The findings suggest that the participants envision numerous challenges in the implementation of RTI in their school context. They believe that a lack of resources and challenges associated with the curriculum could potentially prevent the effective implementation of RTI components and therefore decrease the viability of RTI in their school context. The participants believe that if certain challenges, such as a lack of time and a lack of qualified teaching staff, could be addressed and overcome, then an RTI approach could become viable in their school context. They believe an effective RTI implementation could yield benefits associated with improved overall learning in the classroom. Furthermore, the participants believe that RTI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they currently perceive as a challenge in their learner support practices. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2021-04-06T07:22:15Z 2021-04-06T07:22:15Z 2020/10/02 2020 Dissertation Conway, M 2020, Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/79218> S2020 http://hdl.handle.net/2263/79218 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 Response to intervention Diagnostic measure Foundation phase teachers Inclusive education Differentiated instruction Learner support Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context |
| title | Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context |
| title_full | Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context |
| title_fullStr | Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context |
| title_full_unstemmed | Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context |
| title_short | Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context |
| title_sort | foundation phase teachers viewpoints on the viability of response to intervention in their school context |
| topic | UCTD Response to intervention Diagnostic measure Foundation phase teachers Inclusive education Differentiated instruction Learner support Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/79218 |