Lloyd Daniel Nkoli Tlale
Biographic Data
| ID | 6508169 |
|---|---|
| NAME | Lloyd Daniel Nkoli Tlale |
| GIVEN NAMES | Lloyd Daniel Nkoli |
| FAMILY NAME | Tlale |
| SIGNATURE | TLALE L D N |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0002-4658-0421 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
The Implementation of the Screening, Identification, Assessment and Support Policy to Manage and Support Teaching and Learning Processes in KwaZulu-Natal
The Screening, Identification, Assessment and Support (SIAS) policy was developed to enable South African schools to respond systemically to diverse needs within an inclusive education (IE) system. This study explored teachers’ role as case managers with the implementation of the SIAS policy in inclusive education in three schools in the Pinetown District of KwaZulu-Natal. One departmental head and one principal from each of the selected schools …
Nurturing research relationships
In this article we offer an account of a research-and-intervention project – called The 500 Schools Project: Making Schools Better – in which we were involved in various capacities. We focus on the design of this project in terms of its links with what Mertens in various publications calls the ‘transformative paradigm’. Further, we discuss the way in which Tlale tried to carry out the transformative remit in a particular case by his encouraging p…
South African teachers' views of collaboration within an inclusive education system
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate…
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Exploring teacher self-efficacy for inclusive practices in three diverse countries
South African teachers' views of collaboration within an inclusive education system
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate…
South African teachers' views of collaboration within an inclusive education system
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate…
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Nurturing research relationships
In this article we offer an account of a research-and-intervention project – called The 500 Schools Project: Making Schools Better – in which we were involved in various capacities. We focus on the design of this project in terms of its links with what Mertens in various publications calls the ‘transformative paradigm’. Further, we discuss the way in which Tlale tried to carry out the transformative remit in a particular case by his encouraging p…
The Implementation of the Screening, Identification, Assessment and Support Policy to Manage and Support Teaching and Learning Processes in KwaZulu-Natal
The Screening, Identification, Assessment and Support (SIAS) policy was developed to enable South African schools to respond systemically to diverse needs within an inclusive education (IE) system. This study explored teachers’ role as case managers with the implementation of the SIAS policy in inclusive education in three schools in the Pinetown District of KwaZulu-Natal. One departmental head and one principal from each of the selected schools …
Psychology (4 works) · Collaborative Teaching and Inclusion (3 works) · Pedagogy (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Educational and Psychological Assessments (2 works) · Inclusion (mineral (2 works) · Mathematics education (2 works) · Sociology (2 works)