Browsing by Author "Verbeek, Clare"

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    A foundation for foundation phase teacher education: making wise educational judgements
    (OASIS Publishing, 2014) Murris, Karin; Verbeek, Clare
    We start our paper with a critical exploration of the current 'back to basics' approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question 'what is foundational in foundation phase teaching?' We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta's work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical 'know-how' and views of 'child' and 'childhood' constitute the subject knowledge that is foundational in the foundation phase curriculum.
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    The impact of the intensity of a contextualised phonics intervention on striving second grade readers
    (2015) Dunn, Bonita Miriam; Verbeek, Clare
    This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.