-
Vulnerable young adults’ retrospective perceptions of school-based psychosocial support South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Ann Lindsey Nortje,Jace Pillay
In this article we describe the retrospective perceptions of vulnerable young adults on the psychosocial support they had been exposed to when they were in school. Qualitative data were collected through individual interviews, collages and a focus group discussion with 5 young adults (2 females and 3 males aged from 20 to 23) who resided at a foster home in Johannesburg. Thematic data analysis identified
-
An investigation of secondary school teachers’ flipped classroom readiness South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 İbrahim Yaşar Kazu,Cemre Kurtoğlu
In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers’ readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated:
-
Identity formation of non-native English-speaking teachers and prospective teachers through perceptions towards native-speakerism: the Turkish Cypriot story South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Taye Emmanuel Akinmulegun,Naciye Kunt
In this article we report on a study in which we used native-speakerism as a lens to investigate the identity formation of non-native English-speaking teachers and prospective teachers in Northern Cyprus. A qualitative method through narratives was used to access the thoughts and experiences of the participants. In the study the participants’ identity formation was revealed by 3 concepts: self-image
-
The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Yusuf İnandi,Ayşe Sezin Büyüközkan
The relationship between mobbing behaviour, alienation and burnout experienced by teachers in the elementary schools in central districts of Mersin was investigated in the study reported on here. The sample of this study consisted of a group of 455 randomly selected teachers selected by the simple random sampling method. The mobbing scale, alienation scale and Maslach Burnout Inventory were used in
-
Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Akhmad Habibi,Rafiza Abdul Razak,Farrah Dina Yusop,Muhaimin Muhaimin,Asrial Asrial,Amirul Mukminin,Asih Jamila
The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers’ (PSTs’) actual use of technology (AUT) during teaching practice. A survey instrument consisting of attitudes (ATs)
-
Exploring educators’ experiences of the social functioning of learners in middle childhood South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Soretha Beets,Izanette Van Schalkwyk,Doret K Kirsten
In the research reported on here we explored educators’ experiences of learners’ social functioning in middle childhood in a South African context. Educators are important socialisation agents for learners in middle childhood, and we reasoned that they could offer valuable information to identify those key social skills and competencies that learners in this life phase need to function optimally. A
-
Experimentation anxieties of pre-school and primary school teacher candidates South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Engin Baysen,Fatma Baysen
Experimentation is widely accepted as being central to science education. However, anxiety about experimentation often prevents its use. While a considerable number of studies on anxiety related to laboratory experimentation have been conducted, studies on in class experimentation is limited. In the research study reported on here we explored the anxiety about in-class experimentation of teachers as
-
Differentiating between experience and expertise in mentoring student teachers South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Hayley Van der Haar,Nadine Petersen,Sarita Ramsaroop
Mentoring is intended to guide student teachers towards pedagogical decision-making within the complexity of the classroom. In this article we focus on the mathematics mentoring practices of 1 primary school teacher at a university-affiliated teaching school in Johannesburg. The teacher had many years of experience and had undergone some development as a mentor over a period of 5 years. With the research
-
Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 CP van der Vyver,BW Geduld
Many South African schools are underperforming academically and are labelled as trapped or yo-yo schools. The motivation and commitment of school leadership and educators play a critical role in realising improved academic results and sustainable improvement. In the study reported on here a 2-fold perspective was used to explore the problem of motivation: (a) motivational factors influencing sustainable
-
Learners’ perspectives on school safety in Johannesburg South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Tessa Hochfeld,Jeanette Schmid,Sheri Errington,Shaheda Omar
In this article we report on a South African study conducted with 1,779 learners aged 11 to 18 years from 8 schools in urban areas in and around Johannesburg. These learners’ perspectives on school safety confirm that South African learners experience their schools as unsafe. Their primary concerns related to coercion and violence against learners by peers or teachers on school grounds, although they
-
The role of supervisors in the implementation of the Integrated Quality Management System in schools South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Martha Motshaki Mamabolo,Khashane Stephen Malatji,Lydia Kgomotso Mphahlele
The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation
-
Teaching and learning Physics using interactive simulation: A guided inquiry practice South African Journal of Education (IF 0.854) Pub Date : 2022-02-28 Ayodele Abosede Ogegbo,Umesh Ramnarain
The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners’ conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learners (n = 60) and a teacher from a rural school in South Africa. Learners were randomly assigned to an experimental group (n = 30) that took part in the intervention
-
Development of TPACK and EQ-based 21st century learning through the teacher certification programme in Indonesia South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Iskandar -,Jumadi -,Dedi Sastradika,Denny Defrianti
The aim of the research reported on here was to identify teachers’ comprehension of technological pedagogical content knowledge (TPACK) integrated with emotional quotient (EQ). We used mixed-method research with an explanatory model. The subjects of this research were 30 teachers who participated in the teacher certification programme and 30 who did not participate in the programme. Purposive sampling
-
Would female student teachers at primary teacher education colleges study mathematics were it optional? South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Lisnet Mwadzaangati,Mercy Kazima
In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed
-
Irrational beliefs and stress levels: Evidence among orphaned students in Kenyan secondary schools South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Millicent Awino Umija,Peter J.O. Aloka,Washington O. Wachianga
In the study reported on here we examined the relationship between irrational beliefs and stress levels among orphans in public secondary schools in Kenya. Rational Emotive Behaviour Theory was adopted. In the study we adopted a cross-sectional correlation research design. A sample size of 350 double orphaned students in secondary schools was obtained using stratified and simple random sampling techniques
-
An investigation into policy implementation by primary school principals in the Free State province South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 S.B. Thajane,M.G. Masitsa
Despite numerous attempts by the Free State Department of Education to train primary school principals on how to design and implement school policies, numerous schools do not implement school policies satisfactorily. In this article we examine the implementation of school policies in township primary schools in the Free State province, South Africa. The sample of the study consisted of 60 township
-
Teachers’ representation of the mitigation strategies to challenges of implementing the 2015 to 2022 Zimbabwean social studies curriculum South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Pfuurai Chimbunde,Maserole Christina Kgari-Masondo
The impromptu launch of the 2015 to 2022 Zimbabwean social studies curriculum invited vilifications and public outcries from parents, teachers and other key stakeholders professing numerous challenges. In this article, we report on the teachers’ representation of the mitigation strategies to abate the aforesaid challenges. This interpretive case study engrained in the qualitative approach, was drawn
-
Transformational leadership and the learner-centred teaching approach South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Deneb Elí Magaña-Medina,Silvia Patricia Aquino-Zúñiga,Angel Alberto Valdés-Cuervo,Lizeth Guadalupe Parra-Pérez
Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment
-
Using context clues to teach homographs to d/Deaf and Hard of Hearing students in Saudi Arabia South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Faisl M. Alqraini
Teaching a homograph by using context clues is more effective than just teaching vocabulary separately. The goal of the study reported on here was to teach 12 homographs to d/Deaf and Hard of Hearing (d/Dhh) students in the sixth grade by applying metacognitive skills to understand the meanings and contexts in sentences. A single case design (multiple probe design across subjects) was employed to achieve
-
The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise? South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 T Mkhwanazi,AZ Ngcobo,S Ngema,S Bansilal
Research on teacher professional development generally states that teachers do not take new innovations on board easily. The study reported on here focused on the uptake of a curriculum tracker tool designed to improve curriculum coverage by mathematics teachers. The tool formed part of the Jika iMfundo (JiM) programme launched by the KwaZulu-Natal Department of Education and a partner organisation
-
Born-freei learner identities: Changing teacher beliefs to initiate appropriate educational change South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Saloshna Vandeyar
An earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers’ beliefs hold for born-free learners, and how teachers’ beliefs can be changed or adapted
-
The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Yusuf İnandi,Ayşe Sezin Büyüközkan
The relationship between mobbing behaviour, alienation and burnout experienced by teachers in the elementary schools in central districts of Mersin was investigated in the study reported on here. The sample of this study consisted of a group of 455 randomly selected teachers selected by the simple random sampling method. The mobbing scale, alienation scale and Maslach Burnout Inventory were used in
-
Intersections of class and gender in learners’ conceptualisations of sexuality education at a private, all-girls school South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Kylie Kuhl
In this article I explore the role that class, and its intersections with gender, play in shaping the way that learners at a private, all-girls school in South Africa conceptualise their sexuality education. Drawing on data from focus group discussions with 2 friendship groups of Grade 10 learners, the evidence reveals the multiple, intersecting and contradictory ways in which middle-class young women
-
Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Mahlape Tseeke
In the study reported on here I explored teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in mainstream secondary schools. A descriptive qualitative case study was used as a strategy of inquiry to source data from 6 teachers who taught in inclusive classrooms in mainstream schools. Data were collected through face-to-face interviews and classroom observations
-
Learning statistics and probability through peer tutoring: A middle school experience South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Francisco Alegre,Lidon Moliner,Gil Lorenzo-Valentin,Ana Maroto
The academic effects of learning statistics and probability through peer tutoring were analysed in the research reported on here. Two hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed- and same-age peer tutoring was implemented 3 times per week for 6 weeks. Each tutoring session lasted approximately 25 minutes. The main aims of this research were to quantify the effect of
-
The challenges of implementing the Curriculum and Assessment Policy Statement in accounting South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Mantekana J. Letshwene,Elize C. du Plessis
South African schools have experienced several curriculum changes over the past few years. In this article we report on the findings regarding the challenges experienced by heads of department (HODs) with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in accounting. A qualitative approach, modelled on the interpretative perspective, was used to explore these challenges
-
The school organisational climates of well-performing historically disadvantaged secondary schools South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Mgadla Isaac Xaba,Salome Kelly Mofokeng
In the study reported on here we investigated the nature of the organisational climates of well-performing, historically disadvantaged secondary schools. These schools were designated for Black learners during the apartheid era in townships and rural areas. Despite their “disadvantagedness”, many of these schools have consistently performed well in the National Senior Certificate (NSC)ii for 3 consecutive
-
Gangster school: The role of the school environment in gang recruitment strategies in Port Elizabeth, South Africa South African Journal of Education (IF 0.854) Pub Date : 2021-12-31 Theodore Petrus
Gangs and gang violence continue to be serious challenges throughout South Africa, but especially in cities such as Cape Town and Port Elizabeth. In the northern areas of Port Elizabeth, hardly a day goes by without at least 1 report in the local news media about gang-related incidents. Most of the gangs in the northern areas have organised and relatively sophisticated recruitment strategies that they
-
Applicability of two standard setting methods for enhancing the reporting of assessment results within the South African education context South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Qetelo Moloi,Anil Kanjee
The study reported on here contributes to the growing body of knowledge on the use of standard setting methods for improving the reporting and utility value of assessment results in South Africa as well as for addressing the conceptual shortcomings of the Curriculum and Assessment Policy Statement (CAPS) reporting framework. Using data from the “verification” version of the Annual National Assessments
-
Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 İsmet Ergin,Füsun Kaplan,Ayşe Korkmaz
The aim of the research reported on here was to determine the perceptions of school administrators and teachers working at Anatolian high schools on the characteristics of effective schools. The determined perceptions of teachers and administrators were important for creating more efficient educational domains by sharing leadership among stakeholders in education management. We used the Relational
-
Foundation Phase teachers’ experiences of teaching the subject, coding, in selected Western Cape schools South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Cindy Jean Geldenhuys,Aslam Fataar
Several teachers have recently started introducing coding into their teaching in primary schools. This comes on the back of the emerging prominence of educational technology and the teaching of computational skills at school level, in light of the country’s policy commitment to the Fourth Industrial Revolution. Coding has been punted as 1 of 2 essential subjects to be launched in schools countrywide
-
Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Marinda Neethling,Mirna Nel
In this article we combine Boyer’s 4 domains of scholarship with Hutchings’ 4 types of questions and Ghaye, Melander-Wikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman’s (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers’ experience in classroom contexts. Qualitative data were collected
-
Admission policies as enablers and disablers of children’s rights to basic education: Stakeholders’ perceptions South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Gladys Mankoana Sibanda,Johan L Beckmann
In this article we report on a qualitative study done in Pretoria, South Africa, in which we investigated the experiences of 2 representatives of the Gauteng Department of Education (GDE); School Governing Body (SGB) spokespersons from 4 schools located in the Gauteng province, 2 representatives of the Federation of SGBs, 4 principals from 4 schools, and 4 parents from 4 schools regarding public primary
-
Primary school pre-service teachers’ solutions to pattern problem-solving tasks based on three components of creativity South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Ifunanya J.A. Ubah,Ugorji I. Ogbonnaya
Education stakeholders and researchers in South Africa have emphasised the need to enhance teachers’ creativity through problem-solving tasks. Teachers’ creativity entails using new ideas of creative devices to solve problems, implement solutions, and make learning more effective. In the research reported on here, Guilford’s theory was used to explore primary school pre-service teachers’ solutions
-
South African teachers’ experiences of continuous professional teacher development: Connections and disconnections South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Lorna Van der Merwe-Muller,Nazreen Dasoo
In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts
-
“You detain yourself if you detain children”: Educators’ perceptions of detention as an alternative to corporal punishment South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Simangele Mayisela
Detention as a method of disciplining children in South African schools has been mandated by the post-apartheid legislative abolition of corporal punishment. Educators have traditionally used corporal punishment to discipline children since the inception of schooling in colonial times. In this article I report on a qualitative case study conducted in the Mpumalanga province, South Africa, where 26
-
Changing literacy outcomes in South Africa: Are home-school partnerships the missing link? South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Sarlina G le Roux
After many educational reforms over the past 2 decades, South Africa is still 1 of the lowest performing countries in terms of literacy outcomes. Despite an increased access to early childhood education programmes, more than half of Grade R learners will enter Grade 1 without the required skills to master reading. Clearly, systemic interventions are not working. Against this background, a family literacy
-
The level of difficulty and discrimination power of the items of the National Senior Certificate Mathematics Examination South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Nombuso P. Zondo,Temesgen Zewotir,Delia E. North
South Africa’s National Senior Certificate examination system was introduced in 2008 as a single national examination system, in order to facilitate fair and standardised assessment and to provide all learners with an equal chance of access to higher education. However, limited research has been done to investigate the discrimination power of the actual examination items and the spread difficulty level
-
Natural sciences teachers’ continuous professional development through a Community of Practice South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Christa Joline Philander,Marie-Louise Botha
Years of research on teacher quality indicate that the quality and effectiveness of teachers have a significant influence on learner achievements. The quality of teachers and their teaching practice is widely debated where quality may depend on the teacher having acquired sound and relevant knowledge and skills to ensure effective teaching. The continuous professional development of teachers is a key
-
Inclusion of learners’ views in safety and security matters at schools South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Layane Thomas Mabasa
Violence and bullying in schools keep escalating and have become a world-wide problem – also in South Africa. This problem is continuing unabated, despite the different intervention strategies in place. Intervention strategies include the Child-Friendly Schools (CFS) programme, the National School Safety Framework (NSSF), the Safe Schools Programme (SSP), the Hlayiseka Early Warning System, the Care
-
Development of an instrument to assess early number concept development in four South African languages South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Elizabeth Henning,Lars Balzer,Antje Ehlert,Annemarie Fritz
A recently published interview-based test, known by its partly German acronym, MARKO-D SA, is introduced in this article by way of a narrative of its development through various cycles of research. The 48-item test, in 4 South African languages, captures number concept development of children in the 6 to 8-year age group. The authors present their argument for the South African versioning and translation
-
Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit? South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Charity N. Onyishi,Maximus M. Sefotho
Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners’ MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high- and low-achieving learners. We adopted a control group
-
Re-imaging support for beginner teachers in relation to initial teacher education policy in South Africa South African Journal of Education (IF 0.854) Pub Date : 2021-11-30 Dorothy E. Esau,Rouaan Maarman
Findings from a recent study highlight beginner teacher’s perceptions about the nature of support they had received to enhance their competencies (Esau, 2017). Against this backdrop, with this article we aim at problematising support for beginner teachers in relation to the National Policy Framework for Teacher Education and Development in South Africa of 2006. This teacher education policy stipulates
-
Teachers’ beliefs and practices when teaching life sciences using their second language South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Amos Ntokozo Motloung Amos Ntokozo Motloung,Lydia Mavuru,Carmel McNaught
African township schools are characterised by cultural and linguistic diversity, hence, teachers have the dual task of ensuring that learners grasp scientific concepts, while also catering for the diversity in the learners’ backgrounds. The study reported on here was aimed at investigating teachers’ beliefs and practices in teaching life sciences using English, a language that is not their own home
-
Experiences and attitudes of Setswana speaking teachers in using an indigenous African language on an online assessment platform South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Maglin Moodley,Reuben Dlamini
Education in the 21st century must have a vision that will support and empower teachers to face the demands of the digital age. The use of information communication technology (ICT) in education can serve this end but ensuring access to digital resources will not address the digital disparity. Culture and language play an equally important role in exacerbating and maintaining the digital disparity
-
Editorial: Beyond language policy intention to implementation – Evidence of multilingualism in South African primary school classrooms South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Surette van Staden
-
Promoting multilingualism: Foundation Phase teachers’ experiences in teaching isiXhosa to native speakers of Afrikaans South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Edwin Darrell de Klerk,June Monica Palmer,Maseeeng Papashane
After 1994, South African policy changes brought about variations in language education resulting in many monolingual classrooms becoming multilingual. Much of the current literature focuses on either providing recommendations to diverse approaches of teaching a second language or describing the experiences of second language learners while limited studies unearthed teachers’ experiences in multilingual
-
Why do teachers code-switch when teaching English as a second language? South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Sibongile Shinga,Ansurie Pillay
In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English
-
Perceptions of isiZulu-speaking pre-service teachers’ classroom English proficiency South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Jessica Kellerman,Rinelle Evans,Marien Alet Graham
Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using it for instructional purposes. As a sub-study, in this article we report on the oral proficiency of isiZulu-speaking pre-service teachers who use English when expounding content in
-
Language as contextual factor of an education system: Reading development as a necessity South African Journal of Education (IF 0.854) Pub Date : 2021-10-31 Elize Vos,Nadine Fouché
Language is a contextual factor of an education system as it determines the Language of Learning and Teaching (LOLT). In order to provide for diversity in South Africa, the Constitution of the Republic of South Africa, 1996, makes provision for 11 official languages and the Language in Education Policy (LiEP) promotes respect for not only these official languages, but languages in general as well as
-
The influence of parental demographics on school choice decision-making in Western Gauteng, South Africa South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Beverley Blake,Raj Mestry
Major political changes since 1994 have initiated the pace of change in the South African education system. Parents’ values, traditions and practices that served in the past were no longer relevant in the new dynamic educational environment. Parental school choice and “the right to choose” movement has subsequently come to the fore. The purpose of this article elucidates findings regarding the demographics
-
The influence of project-based learning on student achievement in elementary mathematics education South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Bojan D. Lazić,Jelena B. Knežević,Sanja M. Maričić
An effective instructional approach in elementary mathematics education has a significant role in the understanding of mathematical concepts and overall student achievement. We point out the characteristics, significance and effects that may be achieved in mathematics education through the application of project-based learning. The aim of the study was to examine the effects of project-based learning
-
A case study of two teacher learning communities in KwaZulu-Natal, South Africa South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Free-Queen Bongiwe Zulu,Tabitha Grace Mukeredzi
In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation
-
Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Zwelithini Bongani Dhlamini
In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive
-
Limiting factors in stimulating and sustaining interest in psycho-productive skills acquisition in secondary school agricultural science South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Peter Abayomi Onanuga,James Olanrewaju Sunday Banjo
In the study reported on here we investigated factors impeding the stimulation and sustenance of students’ interest in the acquisition of psycho-productive skills in senior secondary school agricultural science. We used the classical design for change experiments or before-after measures as the research design. Two methods of teaching, namely demonstration and conventional teaching were used with the
-
Principal leadership practices and school effectiveness in Niger State, Nigeria South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Ombuguhim Salman Umar,Husaina Banu Kenayathulla,Kazi Enamul Hoque
In the study reported on here, we investigated the effectiveness of principal leadership practices in secondary schools in Niger State, Nigeria. Surveys were conducted with 154 principals, 269 heads of the department and 25 members of staff from the Secondary Education Board in Niger State. The findings indicate that the extent of principal leadership practices and school effectiveness attributes in
-
Funds of knowledge and agentic strategies of three- and four-year-old children in South Africa South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Glynnis Daries,Hasina Ebrahim
In South Africa, little is known about the funds of knowledge of young children, and how they use this resource to affirm their agency in early childhood centres to build their childhood experiences. With this article we contribute knowledge through exploring the strategies that young children use to show their agency and thereby their funds of knowledge in a marginalised context. The funds of knowledge
-
The transition of learners to classes for learners with special educational needs from the perspective of the learners, teachers and parents South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Julialet Rens,Hannelie Louw
The researchers investigate how learners with barriers to learning experience the transition to classes for learners with special educational needs. The research was conducted at a full-service school in Potchefstroom, North West province, South Africa. Interviews were conducted with current and former teachers as well as the parents of selected participants who were learners in special educational
-
Assessing prospective teachers’ soft skills curriculum implementation: Effects on teaching practicum success South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Stephen Maren Macqual,Umi Kalsum Mohd Salleh,Hutkemri Zulnaidi
Soft skills encompassing conscientiousness, lifelong learning, communication, creativity, and teamwork are beneficial to success in work and life. The education policy in Nigeria on teacher education stipulates that students should learn basic soft skills at universities as performance improvement tools for teaching, but for the most part teacher education programmes do not include such skills. The
-
Challenges of English as a first additional language: Fourth grade reading teachers’ perspectives South African Journal of Education (IF 0.854) Pub Date : 2021-08-31 Liziwe Fesi,Vusumzi Mncube
The study reported on here was designed to investigate the challenges faced by teachers when teaching reading in Grade 4 English First Additional Language (EFAL) in East London, South Africa. This research study was framed by the socio-constructivist theory of reading. A case study design that corresponds with the constructivist paradigm was used to gather qualitative data. Semi-structured interviews