Background: South African-structured reading programmes have been implemented in schools in South Africa. The Early Grade Reading Study (EGRS) is an education triple cocktail programme, which attempts to improve home language reading in a number of schools. Aim: The objective of this research was to find out how the educators involved in the implementation of the triple cocktail intervention programme enact the implementation of the lesson in the classroom. The second objective was to ascertain whether there were any effects in improving the teachers' knowledge and skills bringing about changes to their practice. Setting: The context of the study were four primary schools from the North West province that participated in the EGRS study. Foundation Phase teachers from these schools where the home language is Setswana were selected to be the participants of this study. Methods: A case study approach using an interpretive paradigm provided an empirical comparison of the effects of different types of implementation that can affect the outcomes of the programme. Foundation Phase teachers from four schools participating in the EGRS were observed in their classrooms and interviewed to gather data. Results: The Guskey’s model for teacher change was used to analyse the data, focusing on teacher change and the professional development of teachers. Conclusion: The results indicate that enactment of new approaches to early grade reading teaching can happen in four different ways. Teacher change occurs gradually and within a paradigm of mentoring and coaching.

中文翻译：

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旨在提高阅读教学水平的三重鸡尾酒计划：参与类型

背景：在南非的学校中已实施了南非结构的阅读计划。早期阅读学习（EGRS）是一项教育三重鸡尾酒计划，旨在提高许多学校的家庭语言阅读能力。目的：本研究的目的是找出参与实施三重鸡尾酒干预计划的教育者如何在课堂上实施课程的实施。第二个目标是确定提高教师的知识和技能是否对改变实践产生了影响。地点：研究的背景是西北省的四所小学参加了EGRS研究。这些学校的母语是Setswana的基础阶段教师被选为这项研究的参与者。方法：采用解释性范式的案例研究方法对可能影响计划结果的不同类型实施的效果进行了经验比较。在教室中对来自参加EGRS的四所学校的基础阶段教师进行了观察，并进行了采访以收集数据。结果：使用Guskey的教师变更模型分析数据，重点关注教师变更和教师的专业发展。结论：结果表明，可以通过四种不同的方式来制定实施早期阅读教学的新方法。教师的变化是逐渐发生的，并且是在指导和指导范式之内。使用解释范式的案例研究方法对可能影响计划结果的不同类型实施的效果进行了经验比较。在教室中对来自参加EGRS的四所学校的基础阶段教师进行了观察，并进行了采访以收集数据。结果：使用Guskey的教师变更模型分析数据，重点关注教师变更和教师的专业发展。结论：结果表明，可以通过四种不同的方式来制定实施早期阅读教学的新方法。教师的变化是逐渐发生的，并且是在指导和指导范式之内。使用解释范式的案例研究方法对可能影响计划结果的不同类型实施的效果进行了经验比较。在教室中对来自参加EGRS的四所学校的基础阶段教师进行了观察，并进行了采访以收集数据。结果：使用Guskey的教师变更模型分析数据，重点关注教师变更和教师的专业发展。结论：结果表明，可以通过四种不同的方式来制定实施早期阅读教学的新方法。教师的变化是逐渐发生的，并且是在指导和指导范式之内。