|
| International Symposium - The Growth of P.E.E.R. Behavioral Education in South Africa: Responding to Local and International Contingencies |
| Tuesday, May 29, 2007 |
| 9:00 AM–10:20 AM |
| America's Cup D |
| Area: EDC; Domain: Service Delivery |
| Chair: Amy Weisenburgh (Utah State University) |
| Discussant: Paul Thomas Andronis (Northern Michigan University) |
| Abstract: This symposium describes the ongoing collaboration between South African educators and psychologists and American behavioral educators. The project, now in its third year, has evolved from basic teacher training to the translation of instructional materials into Afrikaans and Xhosa languages. We will show how meaningful behavioral technology can be implemented in three township schools without the aid of high technology. |
| |
| Sharing and Translating Curriculum: Mathematics Instruction in the P.E.E.R. Classroom. |
| SEAN ABRAHAMS (Sapphire Road Primary School), Tuleka January (Funimfundo Primary School), Patience Matika (Cebelihle Primary School ), Joanne K. Robbins (Morningside Academy and P.E.E.R. International) |
| Abstract: Learner-validated curricula that align with the South African curriculum standards were selected and translated into Afrikaans and Xhosa for use in classrooms. Professional development focused on placement decisions, diagnostic prescriptive instruction, and peer tutoring. The impact of having well designed instructional materials in the learner’s first language is discussed as well as how it facilitates professional development. |
| |
| Teaching in the Learners’ First Language: Adding Precision Teaching to Reading Instruction in P.E.E.R. Classrooms. |
| AMY WEISENBURGH (Utah State University), Camila Ismail (Sapphire Road Primary School) |
| Abstract: This presentation will describe the design of a phonics program for primary grade learners who had previously not learned phonics. By grade three, students whose first language is Xhosa or Afrikaans must begin to study reading in English. Initially designed for the third grade learners, a second grade version was designed in Afrikaans. In addition to introducing peer tutoring with the phonics program, we began data collection on prose timings in the students’ first language. |
| |
| Sharing Data, Making Decisions, and Targeting Outcomes in P.E.E.R collaborations. |
| GREG STIKELEATHER (P.E.E.R. International), Janet S. Twyman (Headsprout), Joanne K. Robbins (Morningside Academy and P.E.E.R. International), Amy Weisenburgh (Utah State University) |
| Abstract: While the potential for technology to play a role is continually explored, limited high technology communication has led to creative solutions in sharing data in the P.E.E.R. project. This presentation describes how South African and US educators collaborate to overcome the challenge of a less than ideal communications infrastructure. Partners analyzed the contingencies of sharing data, examining interventions, and designing professional development workshops without having regular access to the Internet for students or teachers. The potential for the gradual and economically attainable introduction of technology over an extended period of time will be discussed. |
|
| |