item: #1 of 317 id: joe-1001 author: Carolina, Botha; Wolhuter, Charl title: Recasting & Rethinking Education 01... in South Africa: Imperatives for making education more relevant, responsive, and authentic date: 2019-10-23 words: 8188 flesch: 51 summary: We suggest that, in light of these changes, education praxis, education scholarship, and teacher education need to be re-designed with relevance, responsiveness, and authenticity if it is to meet the critical changes required. We believe that education, education scholarship, and teacher education need to be re- designed, with relevance, responsiveness, and authenticity and we describe the key changes required. keywords: africa; century; education; global; journal; knowledge; new; praxis; research; schools; society; south; teacher; teacher education; teaching; world cache: joe-1001.pdf plain text: joe-1001.txt item: #2 of 317 id: joe-1005 author: Madlala, Nolwandle Ntombenhle title: The influence of ideology on black African students’ perceptions of the University of KwaZulu-Natal’s bilingual policy date: 2019-10-23 words: 8590 flesch: 46 summary: To then simply argue that black South African higher education students and lecturers are against the inclusion of ISALs in their institutions, without contextualising their perspectives within the linguistic ideologies of South Africa’s sociopolitical history, seems to paint an incomplete picture. As it stands, with English language teaching not based on evidence-based pedagogical theories of additional language teaching in black public schools, the language has been found to be a major barrier to some students’ epistemological access and is thus perceived to be one of the main reasons behind black students having the highest failure and drop-out rates, while white students have the highest success and participation rates (Council on Higher Education, 2015; Heugh, 2000; MacDonald, 1990; Masitsa, 2004; Setati, Adler, Reed, & Bapoo, 2002). keywords: african; education; english; isizulu; language; learning; participants; perceptions; policy; south; students; study; ukzn; university cache: joe-1005.pdf plain text: joe-1005.txt item: #3 of 317 id: joe-1006 author: Meyer, Merna; Wood, Lesley title: Becoming (p)art: Fostering socially engaged leadership for preservice art teachers through service-learning date: 2019-10-23 words: 8087 flesch: 43 summary: To protect the students’ identities, I denote codes to their names according to the age group they are training to teach, for example, senior intermediate phase (SI) and further education and training phase art students (SF). TECHNIQUES AND DOCUMENTATION TIME (HOURS) Session 1: RELATIONSHIP BUILDING Introduction and orientation Introduction of preservice art students and children to one another Establish trust and common interests Discuss what to expect from the green theme project Build trust and site orientation: introduce children to environmental issues Informal group discussion Activity 1 (conducted by students with children) Ice breaker: Walk-and-talk activity Discussions, guiding and sharing knowledge about the area keywords: action; activities; art; building; children; education; group; issues; leadership; learning; practices; service; social; students; teaching cache: joe-1006.pdf plain text: joe-1006.txt item: #4 of 317 id: joe-1015 author: Dos Reis, Karen Marion; Venter, Antoinette; McGhie, Venicia title: Are high school teachers and university academics on the same page? An investigation into the university readiness of Business Education learners. date: 2019-10-23 words: 8254 flesch: 49 summary: Keywords: learners, teachers, high school, business education, readiness, higher education, academics, successful learning dos Reis et al.: Are high school teachers and university academics on the same page? 167 Introduction and background The end of apartheid earmarked a new and exciting beginning for democracy in South Africa. Recommendations are proposed to assist the staff of high schools and universities to work collaboratively in order to provide high school learners with adequate foundational knowledge and skills that will ensure that they are ready for higher education studies. keywords: africa; business; education; learners; lecturers; school; skills; south; students; studies; teachers; university cache: joe-1015.pdf plain text: joe-1015.txt item: #5 of 317 id: joe-1018 author: Seyama, Sadi title: Critical performativity for a decolonising curriculum: Possibilities in creating emancipatory classroom spaces for exploring alternative knowledge frames date: 2019-12-20 words: 7456 flesch: 37 summary: Cognisant of the damaging consequences of colonialism’s elevation of Western knowledge systems while disparaging African knowledges, as Heleta (2016) has pointed out, we are obliged to reclaim African IKS. However, considerate of the purpose of decolonisation— offering alternative African knowledges—such an approach is failing to redress the epistemic and cognitive injustice perpetuated by colonisation. keywords: african; alternative; curriculum; decolonisation; decolonising; education; healing; health; knowledge; performativity; students cache: joe-1018.pdf plain text: joe-1018.txt item: #6 of 317 id: joe-1019 author: Robertson, Diana Nadine; Dasoo, Nazreen title: The mobile learning conscious tutor: Incorporating Facebook in tutorials date: 2019-10-23 words: 11367 flesch: 47 summary: Therefore, mobile learning brings forth a sense of autonomy, agency, empowerment, and Mobile learning opens minds to the possibility of a radically new paradigm of teaching and learning that encourages us to abandon the constraints of old habituated ways of thinking, learning, . We suggest that mobile learning should be considered, and social media platforms be incorporated in tutor practices and the tutoring processes of institutions’ tutoring policies. keywords: data; devices; discussions; education; facebook; journal; learning; mobile; online; students; study; teaching; tutees; tutorials; tutoring; tutors; use cache: joe-1019.pdf plain text: joe-1019.txt item: #7 of 317 id: joe-1020 author: Geduld, Deidre Chante; Sathorar, Heloise Helena title: Reflecting on lecturer dispositions to decolonise teacher education date: 2019-10-23 words: 8097 flesch: 51 summary: Sathorar & Geduld: Reflecting on lecturer dispositions to decolonise teacher education 111 Literature review: Lecturer dispositions regarding decolonising a teacher education curriculum Decolonisation Decolonisation as a process allows one to engage with the historical legacies of intellectual colonisation and racialisation and patriarchy in our curriculum (du Toit, 2000, as cited by Ramoupi, 2014). The participants committed themselves to the following vision for continuous revisiting of lecturer disposition and the decolonisation of teacher education. keywords: curriculum; decolonisation; decolonising; dispositions; education; freire; lecturer; need; new; participants; practices; students; teacher cache: joe-1020.pdf plain text: joe-1020.txt item: #8 of 317 id: joe-1028 author: Hazell, Eleanor; Spencer-Smith, Garth; Roberts, Nicky title: Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention date: 2019-10-23 words: 8328 flesch: 49 summary: Taking a very broad view of types of school interventions, McEwan (2015), who conducted a meta-analysis of randomised control trials of primary school interventions in low- and middle-income countries, identified three broad types: • Instructional: information and communications technology, teacher training, class size or composition, instructional materials, and grants. In reflecting on how to describe and classify types of school interventions, Mouton, Wildschut, Richter, & Pocock (2013) distinguished between interventions targeting different levels, stages, or phases of schooling, learning areas (school subjects) and non-learning areas (governance, school leadership and management, and curriculum management), and intervention types. keywords: education; grade; group; intervention; learners; level; marko; mathematics; maths; south; teachers; teaching; test cache: joe-1028.pdf plain text: joe-1028.txt item: #9 of 317 id: joe-1032 author: Geduld, Bernadette title: A snapshot of teachers’ knowledge and teaching behaviour to develop self-regulated learning date: 2019-12-20 words: 8529 flesch: 52 summary: • “How do Grade 8 teachers perceive their teaching behaviour with regard to developing learners’ SRL?” This is particularly important in the South African educational context in which many learners struggle with the demands of the school system. keywords: behaviour; development; education; knowledge; learners; learning; participants; schools; self; skills; srl; teachers; teaching cache: joe-1032.pdf plain text: joe-1032.txt item: #10 of 317 id: joe-1038 author: le Grange, Lesley title: On “predatory” publishing: A reply to Maistry date: 2019-06-26 words: 6462 flesch: 53 summary: Their criteria for standard publishing practice were based on what they believed the criteria to be, and their criteria for predatory journals were based on what they found in relation to predatory publishing; these are the words they used in describing this: “We compare the criteria or rules that we believe apply to standard (and ethical) scholarly publishing practices and those that are found in predatory publishing” (Mouton & Valentine, 2017, p. 2). Another telltale sign of predatory publishing is the overlap in the names of editorial board members across various predatory journals. keywords: article; beall; journal; maistry; peer; predatory; predatory publishing; publishing; research; review cache: joe-1038.pdf plain text: joe-1038.txt item: #11 of 317 id: joe-1057 author: Stott, Angela; Hobden, Paul title: Implementation challenges influencing the efficacy of group-work tasks that require inductive or deductive reasoning during physical sciences lessons date: 2019-12-20 words: 8814 flesch: 53 summary: After the group discussion task Before the group discussion task Does the teacher prompt and guide learner discussion? Abstract We explore the implementation challenges and efficacy of instructional strategies focussing on tasks that require learners to attempt sense-making using either inductive or deductive reasoning during group discussions. keywords: challenges; discussions; education; group; implementation; inductive; learners; learning; reasoning; strategy; study; tasks; teacher cache: joe-1057.pdf plain text: joe-1057.txt item: #12 of 317 id: joe-1099 author: Clarence, Sherran title: Book review: Going to University. The influence of higher education on the lives of young South Africans. date: 2019-06-26 words: 1406 flesch: 47 summary: This drive towards what is presented as employability, as well as the overarching concern with rankings and metrics, has led many universities to reduce students and staff to statistics on throughput, retention, staff-to-student ratios, and publications, to name just a few categories. Students from rural areas and from poorer socioeconomic backgrounds struggle to access the same kinds of networks and associated resources that students in urban areas and from more capital-rich backgrounds can access. keywords: education; people; students; university cache: joe-1099.pdf plain text: joe-1099.txt item: #13 of 317 id: joe-1134 author: Davids, Nuraan title: Schools as restorative spaces for democratic citizenship education date: 2019-12-20 words: 7094 flesch: 47 summary: As a result, we are confronted with two challenges: that of ensuring equal access for all learners to equal education; and that of cultivating school spaces in which external access is transformed into internal inclusion and recognition. More specifically, questions have to be asked about the extent to which public schools, as discussed in this paper, contribute to or hinder the advancement of a democratic society. keywords: africa; citizenship; citizenship education; democracy; education; learners; people; practices; schools; society; south; spaces cache: joe-1134.pdf plain text: joe-1134.txt item: #14 of 317 id: joe-1149 author: Land, Sandra Jane; Aitchison, John title: Secured, not connected: South Africa’s Adult Education system date: 2019-12-20 words: 8165 flesch: 54 summary: We had the beginnings of a state system of adult education centres delivering formal school equivalency instruction. Despite the political prominence that accrued to adult basic education as a result of the developments described above, the overall amount of money given to state adult education hardly grew and remained a miniscule proportion (usually less than 1%) of the provincial and the national education budgets. keywords: abet; adult; adult education; africa; aitchison; centres; community; department; dhet; education; learners; school; south; system; training cache: joe-1149.pdf plain text: joe-1149.txt item: #15 of 317 id: joe-1150 author: Letloenyane, David; Jita, Loyiso title: A comparative study of knowledge, beliefs, and opportunities to learn afforded to physical science B.Ed students date: 2021-12-08 words: 7508 flesch: 54 summary: Keywords: teacher preparation programmes, opportunities-to-learn, teacher knowledge, teacher beliefs, physical science B.Ed students Introduction International comparative assessments such as the Trends in International Mathematics and Science Study (TIMSS) have shown that South African learners lag behind those in other countries in terms of achievement in mathematics and science (Isdale et al., 2017; Reddy et 146 Journal of Education, No. 85, 2021 al., 2016; Spaull, 2013). We focus specifically on two categories of teacher knowledge—pedagogical content and content knowledge as described by Shulman (1986). keywords: beliefs; education; knowledge; learn; mean; opportunity; scores cache: joe-1150.pdf plain text: joe-1150.txt item: #16 of 317 id: joe-1154 author: Griffiths, Dominic; Prozesky, Maria title: Reconceptualising teaching as transformative practice: Alasdair MacIntyre in the South African context date: 2020-06-17 words: 6612 flesch: 51 summary: For MacIntyre’s position, prescriptive ethical codes such as the Constitution and, within the claims of this paper, a document such as the South African Council for Educators’ Code of Professional Ethics (South African Council for Educators, n.d.) which is meant to “guide educators to do the right thing in their working lives” (Department of Education, n.d. n.p.) cannot, of themselves, inform and transform teaching practices. How are we to work towards and forge the renewing of a “common world” that Arendt describes as the central role of education, when we still exist in lifeworlds segregated by apartheid practices and ideologies? keywords: africa; apartheid; education; macintyre; practices; south; south africa; teaching; virtue cache: joe-1154.pdf plain text: joe-1154.txt item: #17 of 317 id: joe-1159 author: Bertram, Carol title: Editorial Issue 75 date: 2019-06-26 words: 1631 flesch: 54 summary: Maistry uses the methodology of self-study and critical autoethnography to reflect on his own experience of publishing five articles with the Kamla-Raj Enterprises (KRE) publishers, which are now blacklisted by the Department of Higher Education and Training as predatory publishers. To rectify this not unexpected policy–practice gap, Hlongwane recommends greater monitoring by the Council for Higher Education to ensure compliance. keywords: education; issue; publishing; south cache: joe-1159.pdf plain text: joe-1159.txt item: #18 of 317 id: joe-1160 author: Maistry, Suriamurthee Moonsamy title: About vicarious blame, containers, and contents: Rejoinder to le Grange date: 2019-06-26 words: 5500 flesch: 53 summary: Abstract In this article, I reflect on le Grange’s (2019) response to my article (Maistry, 2019) on predatory publishing. I reflect on how le Grange has extended the debate to include predation for publishing, an issue I argue is complexly connected to the historicity of containers (journals) serving as conduits for the propagation of racist ideology. keywords: education; ethics; grange; journal; kre; market; publishing; scholarship; self; south cache: joe-1160.pdf plain text: joe-1160.txt item: #19 of 317 id: joe-1165 author: Msiza, Vusi; Zondi, Thabile; Couch, Londiwe title: The use of peer assessment at a time of massification: Lecturers’ perceptions in a teacher education institution date: 2020-06-17 words: 7791 flesch: 55 summary: The tension between criticism and critique 54 Journal of Education, No. 79, 2020 2) Linking peer assessment to level of the students and the discipline 3) The process of peer assessment 4) Peer assessment for learning In the discussion, we provide direct verbatim quotes to illustrate the views of participants. Anonymity as an instructional scaffold in peer assessment: Its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills. keywords: assessment; education; feedback; journal; learning; lecturers; peer; peer assessment; process; south; students; use cache: joe-1165.pdf plain text: joe-1165.txt item: #20 of 317 id: joe-1169 author: Naidoo, Devika title: Pacing of knowledge: Pedagogic code, pedagogic discourse, and teachers’ experiences date: 2019-12-20 words: 7944 flesch: 55 summary: Pedagogic code, pedagogic discourse, and teachers’ experiences Devika Naidoo Department of Education and Curriculum Studies, University of Johannesburg, Johannesburg, South Africa devikan@uj.ac.za https://orcid.org/0000-0001-7725-0540 (Received: 17 July 2019; accepted: 13 November 2019) Based in a qualitative research design, in-depth interviews with teachers and classroom observations provided the main data sources. keywords: code; curriculum; discourse; knowledge; learners; learning; pacing; pedagogic; pedagogic code; teachers; time cache: joe-1169.pdf plain text: joe-1169.txt item: #21 of 317 id: joe-1176 author: De Melo, Anita; Lima, Ludmylla Mendes title: Considering curriculum change: The case for Portuguese as an additional language in South African higher education date: 2020-06-17 words: 6454 flesch: 52 summary: Prior to engaging in a discussion on curriculum change in the teaching of Portuguese in South African higher education, it is important to note that we empathise with students’ frustration with “the lack of engagement with African languages on campus” (The UCT Curriculum Change Framework, 2018, p. 30). Another barrier to the use of African languages in foreign language classrooms is that, traditionally, languages are approached as separate 70 Journal of Education, No. 79, 2020 entities since it is feared that there might be so-called contamination from the home language that could interfere with the learning of the target language. keywords: africa; change; curriculum; education; language; learning; pal; portuguese; sousa; south; south africa; students; teaching; translanguaging cache: joe-1176.pdf plain text: joe-1176.txt item: #22 of 317 id: joe-1210 author: Moosa, Moeniera title: Reducing practice-shock: First-year student teachers’ experiences of a campus-based teaching practice model date: 2019-12-20 words: 8827 flesch: 53 summary: The learn-to-teach literature shows that student teachers often underestimate the demand and complexities of what it means to teach (Grossman, Hammerness, & McDonald, 2009; Loughran, Mulhall, & Berry, 2008). Supporting student teachers through their first attempts at teaching: Possibilities and limitations afforded by school-based and campus-based models of support. keywords: campus; education; journal; model; practice; programme; research; school; students; teacher; teaching; teaching practice; year; year students cache: joe-1210.pdf plain text: joe-1210.txt item: #23 of 317 id: joe-1214 author: Baker, J. Scott title: Alone on stage: How one LGBTIQ+ educator uses poetic performative autoethnography for social change date: 2020-03-25 words: 7570 flesch: 58 summary: Thus, my argument in the original poetry excerpts provided herein derives from the belief that LGBTIQ+ secondary educators in today’s classroom should be what I think of as out- role models for LGBTIQ+ students who face the same discrimination, fear, and isolation the teachers face within the educational system. In my own words, I offered, Current educational researchers argue LGBTIQ+ students face hate epithets every 14 minutes of their day—words like homo, dyke, and faggot. keywords: autoethnography; education; inquiry; journal; life; performance; poetry; qualitative; queer; research; social; students cache: joe-1214.pdf plain text: joe-1214.txt item: #24 of 317 id: joe-1291 author: Bernauer, James A title: How calls for research can awaken self-reflexivity and latent interests in scholarly inquiry date: 2020-03-25 words: 6756 flesch: 51 summary: Clearinghouses could incorporate both responding to calls as well as suggesting new calls and while a Google search can help locate calls, it simply does not offer the kind of support I envision here. I describe how such calls can incite us to explore phenomena that, while there may have been no conscious interest to do so, serve to incite creative interest. keywords: article; calls; education; inquiry; interests; knowledge; objects; reflexivity; research; self; subjectivity cache: joe-1291.pdf plain text: joe-1291.txt item: #25 of 317 id: joe-1298 author: Muller, Marguerite title: Having fun seriously matters: A visual arts-based narrative of methodological inventiveness date: 2020-03-25 words: 5635 flesch: 60 summary: Keywords: methodological inventiveness, arts-based inquiry, self-reflexive methodologies, post-qualitative inquiry, joy The benefit of the not-knowing I did not to know much about educational research methodologies when I entered my post- graduate studies. When educational research methodologies started to make aesthetic sense to me, and when it started to look like an art form, I found myself full of joy and excited about doing research. keywords: arts; education; inquiry; inventiveness; müller; new; research; zog cache: joe-1298.pdf plain text: joe-1298.txt item: #26 of 317 id: joe-1301 author: Woitek, Kirsten title: Creative inquiry: Exploring teacher researcher self-reflexivity through arts-based self-study date: 2020-03-25 words: 7266 flesch: 58 summary: Accordingly, through an active process of self-reflexivity using artwork and poetry, this study explores some of the complexities and challenges that shape teacher identity. Therefore, studies that look at teacher identity can further inform language learner identity as it relates to the educational environment, and can help raise awareness about how teachers’ perceptions impact student learning. keywords: arts; data; education; esol; identity; journal; language; research; self; students; study; teacher cache: joe-1301.pdf plain text: joe-1301.txt item: #27 of 317 id: joe-1302 author: Moreeng, Boitumelo; Nhlapo, Mzamane; Malebese, Motsélisi Lilian title: Fostering an integrated tourism education curriculum in Lesotho: A community participation approach date: 2020-06-17 words: 5999 flesch: 52 summary: In this study, community members, teachers, and learners worked together to work out how to inject meaningfulness into tourism education. The implication for tourism education is, therefore, that it should be taught from an interactive and learner-centred approach, with more emphasis on the vocational aspects, so as to equip learners with creative, practical, productive, and entrepreneurial skills (Ezeh & Ekemenzie, 2015), so that they achieve self-reliance through solving real-life problems as Mahlomaholo (2010) has pointed out. keywords: community; curriculum; development; education; learners; lesotho; participation; research; resources; school; skills; subject; tourism cache: joe-1302.pdf plain text: joe-1302.txt item: #28 of 317 id: joe-1303 author: Hancock, Tamara S title: Embroidery as method: Stitching together narrative becomings and data date: 2020-03-25 words: 8359 flesch: 63 summary: In the writing that follows, I trace a few threads of becoming-veterinarians from a photo- elicitation project with women veterinary students. Mental health experiences and service use among veterinary medical students. keywords: coat; education; journal; material; medical; narrative; research; students; veterinary; white; women; work cache: joe-1303.pdf plain text: joe-1303.txt item: #29 of 317 id: joe-1400 author: Botha, Carolina; Wolhuter, Charl title: Editorial date: 2019-10-23 words: 1446 flesch: 34 summary: Following the process of double-blind review, 10 papers that unpacked the theme of the restructuring and redesign of education praxis, teacher education, and the field of education scholarship were accepted. The authors suggest that education praxis, education scholarship, and teacher education need to be redesigned, and that these adaptations could be encapsulated in three words: relevance, responsiveness, and authenticity. keywords: education; students; teachers; teaching; university cache: joe-1400.pdf plain text: joe-1400.txt item: #30 of 317 id: joe-1403 author: Chisholm, Linda title: Education and Empire: Children, Race and Humanitarianism in the British Settler Colonies, 1833–1880 by Rebecca Swartz date: 2019-10-23 words: 1263 flesch: 38 summary: Here, she uses the example of Colenso’s short-lived Ekukhanyeni school in Natal, and responses to Florence Nightingale’s survey of colonial education—a fascinating story, albeit somewhat tangential to the main theme. But in so doing, South Africa’s well-known nineteenth century history of industrial education is placed in a wider context. keywords: book; education; swartz cache: joe-1403.pdf plain text: joe-1403.txt item: #31 of 317 id: joe-1428 author: Merisi, Peter Oluwaseun; Pillay, Ansurie title: Exploring pre-service teachers’ beliefs about teaching and learning grammar: Implications for teacher education date: 2020-06-17 words: 7426 flesch: 55 summary: Keywords: beliefs, pre-service teachers, grammar teaching and learning, teacher education, metacognition theory, attribution theory Introduction We contend that it is essential to recognise and acknowledge the beliefs with which pre- service teachers enter universities as well as those they develop during their teacher education programmes since their beliefs about teaching could shape how they teach in the future. While the study was primarily concerned with the beliefs of pre-service teachers and did not elicit the views of teacher educators or ascertain their beliefs, it is clear that the importance of understanding teacher educators’ beliefs about grammar teaching is equally important. keywords: beliefs; education; english; grammar; knowledge; language; learning; service; students; study; teachers; teaching cache: joe-1428.pdf plain text: joe-1428.txt item: #32 of 317 id: joe-1431 author: Campbell, Ed; Kapp, Rochelle title: Developing an integrated, situated model for digital literacy in pre-service teacher education date: 2020-06-17 words: 5729 flesch: 43 summary: In order to facilitate meaningful acquisition of a situated notion of digital literacy practice, this combination of modelling, collaborative task-based activity, scaffolded reflection and discussion was reiterated throughout the year using content material that resonated with the school English curriculum. 2520-9868 Print ISSN 0259-479X Developing an integrated, situated model for digital literacy in pre-service teacher education Ed Campbell School of Education, University of Cape Town, Cape Town, South Africa cmpedu001@myuct.ac.za https://orcid.org/0000-0002-6430-8202 Rochelle Kapp School of Education, University of Cape Town, Cape Town, South Africa rochelle.kapp@uct.ac.za (corresponding) https://orcid.org/0000-0001-7878-8721 (Received: 20 November 2019; accepted: 15 April 2020) keywords: digital; education; learning; literacy; participants; practices; service; teachers; teaching; use cache: joe-1431.pdf plain text: joe-1431.txt item: #33 of 317 id: joe-1433 author: Mabizela, Sfiso Emanuel; Green-Thompson, Lionel Patrick title: Exploring the association of the National Benchmark Test results with the academic performance of medical students who completed the degree in minimum time date: 2019-11-21 words: 5064 flesch: 55 summary: Microsoft Word - bIssue75-FullJun22.docx Journal of Education, 2019 Issue 75, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i75a04 Online ISSN 2520-9868 Print ISSN 0259-479X Exploring the association of the National Benchmark Test results with the academic performance of medical students who completed the degree in minimum time Sfiso Mabizela Centre for Health Sciences Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa sfiso.mabizela@wits.ac.za https://orcid.org/0000-0002-7644-8480 Lionel Green-Thompson Dean, School of Medicine, Sefako Makgatho Health Sciences University, Pretoria, South Africa Honorary Adjunct Professor, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa lionel.green-thompson@smu.ac.za https://orcid.org/0000-0002-2950-9527 (Received: 18 January 2019; accepted: 15 April 2019) In this study we aimed to explore the NBT entry-level abilities in relation to school quintiles of the 2011 class of medical students at the University of the Witwatersrand who graduated in minimum time and to explore the link between the NBT domains and academic performance in the first, third, and sixth year of study. keywords: medical; nbt; performance; quintile; results; students; study; year cache: joe-1433.pdf plain text: joe-1433.txt item: #34 of 317 id: joe-1472 author: Bertram, Carol title: Editorial date: 2019-12-20 words: 2568 flesch: 49 summary: Obtaining accurate figures on these centres and on the number of adult learners was difficult in early post-apartheid years. Initially they found that many learners became disruptive half way through the sessions, and often said they were hungry and keywords: curriculum; education; learners; learning; schools; teachers cache: joe-1472.pdf plain text: joe-1472.txt item: #35 of 317 id: joe-1473 author: Hugo, Wayne; McQueen, Robyn title: Teachers’ Know-How: A Philosophical Investigation (2017) by Christopher Winch date: 2019-12-20 words: 1740 flesch: 45 summary: Teachers’ Know-How does this by revealing the necessary collaboration of craft and technical skills teachers need if they are to be effective. Winch charts a philosophical path that takes the notion of skills seriously and shows us how to integrate skills into the overall picture of teacher education and teaching practice. keywords: education; know; teacher; teaching cache: joe-1473.pdf plain text: joe-1473.txt item: #36 of 317 id: joe-1485 author: Sheokarah, Jennifer; Pillay, Ansurie title: Beyond classroom walls: The role of a co-curricular English club in supporting second language learning date: 2021-03-30 words: 7087 flesch: 58 summary: Keywords: second language learners, co-curricular, English Language Club, spelling, relaxed environment Introduction In South Africa, most schools use an African language as the medium of instruction in the first three years of school and then switch to either English (mostly) or Afrikaans in the learner’s fourth year of school as Pretorius and Stoffelsma (2017) have reminded us. Literature review Becoming proficient in a language requires mastering the skills of listening, speaking, reading, and writing which may be challenging for second language learners (Al-Bereiki & Al-Mekhlafi, 2016). keywords: activities; activity; beach; classroom; english; language; learners; learning; spelling cache: joe-1485.pdf plain text: joe-1485.txt item: #37 of 317 id: joe-1486 author: de Klerk, Edwin Darrell; Barnett, Emma Priscilla title: Continuing the debate on teacher autonomy: A capabilities perspective date: 2020-12-17 words: 8041 flesch: 52 summary: Additionally, the Integrated strategic planning framework for teacher education and development in South Africa “places teachers firmly at the centre of all efforts to improve teacher development and enables teachers to take substantial responsibility for their own development” (DoE, 2011, Section 7). Online ISSN 2520-9868 Print ISSN 0259-479X Continuing the debate on teacher autonomy: A capabilities perspective Edwin Darrell de Klerk Senior Lecturer, Philosophy in Education, Sol Plaatje University, Kimberley, South Africa edwin.deklerk@spu.ac.za https://orcid.org/0000-0003-0218-5371 Emma Priscilla Barnett Lecturer, Policy and Comparative Studies, Sol Plaatje University, Kimberley, South Africa emma.barnett@spu.ac.za https://orcid.org/0000-0002-0303-4594 (Received: 12 January 2020; accepted: 5 September 2020) keywords: agency; autonomy; capabilities; development; doe; education; foucault; individuals; journal; policy; professional; self; teachers cache: joe-1486.pdf plain text: joe-1486.txt item: #38 of 317 id: joe-1494 author: Sotsaka, Douglas; Singh-Pillay, Asheena title: Meeting the challenges first year engineering graphic design pre-service teachers encounter when they read and interpret assembly drawing date: 2020-10-16 words: 7188 flesch: 57 summary: Studies by Azodo (2017) and Akasah and Alias (2010) have revealed that first year engineering students have difficulty reading and interpreting visual text and prefer tasks that have written text. The findings reveal that first year EGD PSTs, when they attempt to read and interpret ADs, encounter five challenges that have implications for the teaching of EGD with regard to scaffolding the development of spatial visual ability in first year EGD PSTs. keywords: challenges; drawing; education; egd; engineering; learning; objects; psts; students; task; year cache: joe-1494.pdf plain text: joe-1494.txt item: #39 of 317 id: joe-1502 author: Jacobs, Carmelita; Daniels, Doria title: Their capital has value, too: Exploring parental educational support in low-socioeconomic single-mother families date: 2020-10-17 words: 7583 flesch: 50 summary: In addition to family support, these single-parent households also enjoyed support from community members such as neighbours. Most international research on parent support has had the middle-class family as context, and used the two-parent family as norm when researching parent involvement (Epstein, 2011; Hoover-Demsey et al., 2001; LeFevre & Shaw, 2005). keywords: capital; children; community; educational; families; family; journal; mothers; parents; research; school; support cache: joe-1502.pdf plain text: joe-1502.txt item: #40 of 317 id: joe-1505 author: Moosa, Moeniera; Dison, Laura title: Building conceptions of teaching: Students’ perceptions expressed through artifacts date: 2020-12-17 words: 9261 flesch: 52 summary: It could serve the dual purpose of modelling an innovative experience for student teachers of working collaboratively with their peers on a project and deepening their conceptions of teaching experientially and conceptually. Supporting student teachers through their first attempts at teaching: Possibilities and limitations afforded by school-based and campus-based models of support. keywords: category; conceptions; education; groups; images; learners; learning; participants; role; students; teachers; teaching cache: joe-1505.pdf plain text: joe-1505.txt item: #41 of 317 id: joe-1512 author: Ramsaroop, Sarita; Petersen, Nadine title: Portraits of primary school pre-service teachers at a South African university: Implications for nuanced student support Sarita date: 2020-12-17 words: 7593 flesch: 53 summary: Discussion The first-year pre-service teacher participants in this study, like many other higher education students, were in a liminal phase (Turner, 1987) and as Turner (1977, p. 37) put it, “betwixt and between” being school learners and becoming university students. This is an intense experience since it necessitates a break from the familiar past, as well as an adjustment to a different environment in which they need to learn, as university students, a new way of working over a concentrated period. keywords: african; education; journal; language; portraits; research; school; south; students; success; support; teacher; university; year cache: joe-1512.pdf plain text: joe-1512.txt item: #42 of 317 id: joe-1525 author: Naicker, Inbanathan; Pillay, Daisy; Blose, Sibonelo title: Restorying lived lives in educational research: Storyboarding as a creative space for scholarly thinking in narrative analysis date: 2020-10-16 words: 6767 flesch: 51 summary: Drawing on Eisner’s notion of productive ambiguity Drawing on productive ambiguity to conceptualise our collective research process for evoking creative knowledge assisted us in considering how storyboarding as a visual, imaginative, and tangible artefact incites openness and a multiplicity of meaning-making in narrative research and how this might bring about change in our ways of knowing as a community of researchers in the field of education. Validity issues in narrative research. keywords: educational; friend; inquiry; lives; narrative; process; research; space; storyboard; storyboarding; visual cache: joe-1525.pdf plain text: joe-1525.txt item: #43 of 317 id: joe-1529 author: Childs, Margie title: Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey date: 2020-10-16 words: 8158 flesch: 55 summary: The visual-based interaction of student teachers and staff is revealed, and the movements towards the goal of teacherness laid bare. In an Initial Teacher Education (ITE) context, student teachers and university staff have the prospect of engaging closely with each other as participants in a Teacher Learning Community. keywords: community; creativity; education; journey; learning; participatory; research; school; staff; students; teacher; work; year cache: joe-1529.pdf plain text: joe-1529.txt item: #44 of 317 id: joe-1532 author: Wildschut, Angelique; Megbowon, Ebenezer; Miselo, Amanda title: Impact of funding on academic performance: An exploration of two South African universities date: 2020-12-17 words: 8090 flesch: 47 summary: Finally, Naidoo & McKay (2018) showed that in terms of student academic performance, Grade 12 National Senior Certificate results were a weak predictor of academic success, while grades weighted by module credits were a statistically better predictor of performance and throughput. An analysis of some factors affecting student academic performance in an introductory biochemistry course at the University of the West Indies. keywords: education; funding; impact; journal; nsfas; performance; south; students; study; university; year cache: joe-1532.pdf plain text: joe-1532.txt item: #45 of 317 id: joe-1549 author: Le Grange, Lesley; Preez, Petro Du; Ramrathan, Labby; Blignaut, Sylvan title: Decolonising the university curriculum or decolonial washing? A multiple case study date: 2020-10-16 words: 10137 flesch: 43 summary: Transformation of teaching and learning o Curriculum transformation and social justice o Curriculum transformation, inclusion and andragogy 2 http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/corporate/2018.Report.Decolonisation_of_University_ Education_Declaration.pdf 3 http://news.nwu.ac.za/nwu-declares-its-position-decolonisation le Grange et al.: 33 o Curriculum transformation, inclusion and language o Curriculum transformation and curriculum design for access and inclusion • Transformation and the research agenda • Transformation and community engagement and service learning Several public lectures, workshops, and colloquia were held before and after the Declaration was released. keywords: african; case; conversations; curriculum; decolonial; decolonisation; decolonising; education; grange; process; project; south; staff; students; transformation; university; university curriculum cache: joe-1549.pdf plain text: joe-1549.txt item: #46 of 317 id: joe-1550 author: Geduld, Deidre; Sathorar, Heloise; Moeng, Muki title: Reflecting on BEd students’ experiences of unfamiliar school contexts during school-based learning: A proposition for transformative learning date: 2020-10-16 words: 8203 flesch: 50 summary: Student teachers were also encouraged to visit alternative school contexts to familiarise themselves with them before starting their SBL. Mezirow (2000) proposed that for student teachers journeying on this road of transformative learning, opportunities to analyse their subjective experiences should challenge previously 96 Journal of Education, No. 80, 2020 perceived notions of relationships and interactions between their own agency (personal power) and external structures (externally imposed environments and influences). Changing practice teaching contexts to accommodate unfamiliar SBL environments for student teachers offers them an excellent opportunity to develop critical skills as transformative intellectuals and agents of change. keywords: contexts; education; experiences; learning; pedagogy; sbl; schooling; schools; student; student teachers; teachers; teaching; transformative cache: joe-1550.pdf plain text: joe-1550.txt item: #47 of 317 id: joe-1557 author: Rawlinson, Wendy Anne title: Unlearning my communication pedagogy through poetic inquiry date: 2020-10-17 words: 7279 flesch: 51 summary: Critical communication pedagogy. Poetic inquiry assisted in unveiling how my personal and professional lived experiences had moulded my lecturer self and negatively influenced my communication practices. keywords: communication; education; inquiry; pedagogy; personal; poetry; practices; race; research; self; students; white cache: joe-1557.pdf plain text: joe-1557.txt item: #48 of 317 id: joe-1577 author: Mhlongo, Favourite title: Pervasive skills and accounting graduates’ employment prospects: Are South African employers calling for pervasive skills when recruiting? date: 2020-10-16 words: 8413 flesch: 43 summary: Local research studies on this topic have focused largely on the views of academics about their awareness of, and responsibility for, instilling pervasive skills (Barac & du Plessis, 2014; Keevy, 2020; Strauss-Keevy, 2014; Viviers, 2016a), on students’ perceptions of pervasive skills development (Kirstein, 2017), and on teaching and learning for pervasive skills development (Keevy, 2016; Strauss-Keevy, 2012; van Oordt & Sullivan, 2019; Viviers et al., 2016). Microsoft Word - b80 Full Issue Final.docx Journal of Education, 2020 Issue 80, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i80a03 Online ISSN 2520-9868 Print ISSN 0259-479X Pervasive skills and accounting graduates’ employment prospects: Are South African employers calling for pervasive skills when recruiting? keywords: accountants; accounting; accounting education; accounting graduates; communication; development; education; employers; employment; graduates; journal; level; research; skills cache: joe-1577.pdf plain text: joe-1577.txt item: #49 of 317 id: joe-1586 author: Fataar, Aslam title: The emergence of an education policy dispositif in South Africa: An analysis of educational discourses associated with the fourth industrial revolution date: 2020-10-16 words: 9586 flesch: 44 summary: In addition to connecting education to work, 4IR education emphasises the need for students to update their content and skills to match the rapid tempo of scientific and technological advances (Penrose, 2018). Emphasis on generic skills has quickly become a core foundation of education policy, curriculum, and pedagogy. keywords: 4ir; acquisition; africa; curriculum; development; discourse; education; education policy; government; knowledge; learning; policy; revolution; skills; south; university; work cache: joe-1586.pdf plain text: joe-1586.txt item: #50 of 317 id: joe-1602 author: Seroto, Johannes title: The othering of teacher training in Lebowa bantustan: A historical perspective date: 2020-12-16 words: 7429 flesch: 50 summary: Outcomes of the process of teacher education in Lebowa I use the structural racialisation perspective in this section to examine how different related and interconnected structures worked to other teacher education and produce the inequitable outcome in Lebowa bantustan. Keywords: bantustans, Lebowa, teacher education, othering, structural racialisation Introduction South Africa continues to be characterised by inequalities in health, education, land distribution, and economic status. keywords: africa; bantustan; department; education; government; lebowa; lebowa bantustan; othering; south; structures; teacher; teacher education; teacher training; training cache: joe-1602.pdf plain text: joe-1602.txt item: #51 of 317 id: joe-1609 author: Naidoo, Devika; Mabaso, Mbali title: Deep conceptual learning opportunities in business studies classrooms date: 2020-12-17 words: 9872 flesch: 51 summary: History of knowledge Not evident in all 10 lessons This component of enabling understanding of the fallibility of knowledge was not evident Evidence of knowledge in the social and political interest of students Not evident in all 10 lessons There was no connection to knowledge in the social and political interest of students Connection KT to KH Specific methods and skills Not evident in all 10 lessons Specific methods and skills not practiced Validation of understanding Not evident in all 10 lessons Not evaluated Evaluation of KT and KH Evident in all 10 lessons Recall evaluated Evaluation of skill and technique Not evident in all 10 lessons Skill and techniques not evaluated Evaluation of whether students know why Not evident in all 10 lessons Intelligent knowing not evaluated Concept selection and sequencing All four teachers had identified business studies concepts and propositional knowledge to be taught to students. Sithole and Lumadi (2012) found that business studies teachers in Botswana were facing challenges related to teaching the subject matter and experienced constraints in using entrepreneurial pedagogies. keywords: business; concepts; content; education; knowledge; learners; learning; model; opportunities; students; studies; study; subject; teachers cache: joe-1609.pdf plain text: joe-1609.txt item: #52 of 317 id: joe-1613 author: Pithouse-Morgan,, Kathleen; Pillay, Daisy; Naicker, Inbanathan; Masinga, Lungile title: Special Issue on Methodological Inventiveness in Self-Reflexive Educational Research date: 2020-03-25 words: 3440 flesch: 42 summary: Exploring possibilities through methodological inventiveness in self-reflexive educational research Kathleen Pithouse-Morgan Teacher Development Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa Pithousemorgan@ukzn.ac.za https://orcid.org/0000-0001-8858-8213 Daisy Pillay Teacher Development Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa Pillaygv@ukzn.ac.za https://orcid.org/0000-0001-7152-3974 Inbanathan Naicker Education Leadership, Management and Policy, School of Education, University of KwaZulu-Natal, Durban, South Africa Naickeri1@ukzn.ac.za https://orcid.org/0000-0003-2092-0878 Lungile Masinga Curriculum Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa Masingal@ukzn.ac.za https://orcid.org/0000-0002-1079-0806 If the primary aim of educational research is to advance knowledge about education, then how or why does the self of the researcher matter? In simple terms then, self-reflexivity in educational research can be understood as the researcher bending or turning back to encounter a sense of perplexity or questioning about the self. keywords: arts; education; inventiveness; reflexivity; research; self cache: joe-1613.pdf plain text: joe-1613.txt item: #53 of 317 id: joe-1630 author: Hlatshwayo, Mlamuli Nkosingphile; Alexander, Innocentia title: We’ve been taught to understand that we don’t have anything to contribute towards knowledge: Exploring Academics’ understanding of decolonising curricula in higher education date: 2021-03-30 words: 7251 flesch: 48 summary: In this paper, we contribute to the emerging body of work in the Global South that attempts to make sense of the transformation and decolonisation discourses by exploring academics’ understanding of decolonising curricula in South African higher education. The 1990s and early 2000s were shaped and informed largely by a policy framework that sought to open the doors of higher education to all, especially for the millions 2 While there are new and emergent debates in South African higher education on the differences between transformation (which is seen as reforming the system) and decolonization (which is seen as overhauling and restructuring the system), in this paper we have adopted and operationalized both transformation and decolonization as being concerned with changing the system and attempting to make it socially just and inclusive. keywords: academics; african; curricula; decolonisation; decolonising; education; field; global; hlatshwayo; knowledge; south; university cache: joe-1630.pdf plain text: joe-1630.txt item: #54 of 317 id: joe-1632 author: Stywayi, Zandile; Chinyamurindi, Willie; Shava, Herring title: Determinants of career development self-efficacy: The role of self-directed learning among students at a rural campus in South Africa date: 2021-12-08 words: 5522 flesch: 48 summary: First, we present a background discussion related to career development, rurality, and self- efficacy. In this section we consider both the theoretical and empirical literature related to career development, rurality, and self-efficacy. keywords: career; career development; development self; efficacy; journal; learning; self; south; students; study cache: joe-1632.pdf plain text: joe-1632.txt item: #55 of 317 id: joe-1641 author: Maistry, Suriamurthee Moonsamy title: Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator date: 2021-03-30 words: 10908 flesch: 48 summary: Critical reflections on contemporary responses to gender violence within public, political, health and research contexts. I have, however, found that it presents as a somewhat safer brokering and leverage mechanism to enable me to proceed towards more nuanced understandings of non-normative gender. keywords: african; autoethnography; butler; education; feminism; gender; journal; male; pedagogy; self; social; society; south; students; teacher; violence; women; work cache: joe-1641.pdf plain text: joe-1641.txt item: #56 of 317 id: joe-1727 author: Ubisi, Lindokuhle title: Analysing the hegemonic discourses on comprehensive sexuality education in South African schools date: 2020-12-17 words: 7838 flesch: 48 summary: Reoccurrence of early sexual debut in spite of CSE rollout “And the principal has tried everything to deter pupils from engaging in early sex: sex education lessons - part of life orientation classes-help from adults like female police officers and nurses; talks and assistance from NGOs, religious groups, parents and even officials from the department of education” (Sokutu, Citizen, October 23, 2019, p. 3). Keywords: comprehensive sexuality education, digital newspaper articles, public discourse analysis, rollout, scripted lesson plans, South Africa Introduction In spite of the conflicting public reactions surrounding its readiness, public consultation and policy-making, the South African Department of Basic Education (DBE) declared plans in 2015 to pilot its comprehensive sexuality education 1 (CSE) scripted lesson plans (SLPs) in five of its nine national provinces (DBE, 2019). keywords: african; children; cse; dbe; discourses; education; foucault; online; policy; public; rollout; schools; sexuality; south cache: joe-1727.pdf plain text: joe-1727.txt item: #57 of 317 id: joe-1736 author: Bertram, Carol title: Editorial date: 2020-06-17 words: 1396 flesch: 51 summary: The study was motivated by their wanting to encourage student teachers of English to use technology more in their teaching. Still in the context of teacher education, Vusi Msiza, Thabile Zondi, and Londiwe Couch engage with the relevance of peer-assessment in the era of massification of higher education. keywords: education; english; teachers; teaching cache: joe-1736.pdf plain text: joe-1736.txt item: #58 of 317 id: joe-1737 author: Hugo, Wayne title: Pedagogy in poverty: Lessons from twenty years of curriculum reform in South Africa (2018) by Ursula Hoadley date: 2020-06-17 words: 2609 flesch: 64 summary: So, what you get in Pedagogy in poverty is the most carefully researched and thought- through account of the mechanisms of pedagogy and how these mechanisms have worked and are working in South Africa. Pedagogy in poverty starts to sound more like a lament, more like pedagogy that tried really hard to make a difference but was not up to it. keywords: africa; hoadley; pedagogy; south cache: joe-1737.pdf plain text: joe-1737.txt item: #59 of 317 id: joe-1744 author: Jackson, Glenn title: Harry Potter and the Critical gaze: Autonomy pathways in literary response writing date: 2021-07-26 words: 9719 flesch: 46 summary: The study of literature remains a quintessential feature of teaching English as a subject at all levels of schooling (Fang, 2012), and through reading and responding to literary texts, learners come to understand “culturally-valued understandings about life and human behavior” (Christie, 2016, p. 158). English as a school subject, and the study of literature in particular, has been characterised as the site of an invisible pedagogy based on the cultivation of values and dispositions towards literary texts and the social issues they represent (Christie, 2016; Macken-Horarik, 2006, 2011). keywords: code; content; harry; information; learners; purpose; target; task; texts; writing cache: joe-1744.pdf plain text: joe-1744.txt item: #60 of 317 id: joe-1769 author: Chisango, Grasia; Marongwe, Newlin title: The digital divide at three disadvantaged secondary schools in Gauteng, South Africa date: 2021-03-30 words: 7545 flesch: 58 summary: However, Semerci and Aydın’s (2018) findings revealed that there were no significant differences between age and attitudes towards ICT and that there were no significant differences between teaching experience and attitude towards ICT use in teaching and learning among secondary school teachers in Ankara. Concurring with Chisango et al. Zhong (2011), has argued that digital divide issues have expanded from ICT access to other issues concerning opportunities to develop the required skills and capabilities to participate. keywords: access; divide; education; ict; internet; learners; learning; schools; south; teachers; teaching; technology; use cache: joe-1769.pdf plain text: joe-1769.txt item: #61 of 317 id: joe-1791 author: Botha, Carolina title: The impact of the apprenticeship of observation on preservice teachers’ perceptions of teaching date: 2020-12-17 words: 6665 flesch: 54 summary: Keywords: apprenticeship of observation, pre-service teacher, perceptions, professional identity Introduction After twelve years of basic education, pre-service teachers undertake the next step in their education with a lifetime of experiences and opinions regarding teaching. I use Schlossberg’s transition theory (1981) to explore the perceptions and expectations with which pre-service teachers enter their initial teacher program. keywords: apprenticeship; education; observation; pre; service; teacher; teaching; year cache: joe-1791.pdf plain text: joe-1791.txt item: #62 of 317 id: joe-1796 author: Blose, Sibonelo; Msiza, Vusi; Chiororo, Freedom title: Developing a supervisor identity through experiential learning date: 2021-03-30 words: 7103 flesch: 48 summary: This programme was developed by research supervisors from South African tertiary institutions (including Rhodes University, University of Fort Hare, University of Cape Town, Stellenbosch University, and the University of Venda) in collaboration with a team of experienced research supervisors from the Netherlands Universities Foundation for International Cooperation (NUFFIC), as Maistry (2017) has noted. In this section, we discuss four factors that emerged from our re-storied narratives: drawing lessons from research supervisors; learning from senior colleagues; the power of informal dialogues in learning supervision; and reflexivity as a learning avenue. keywords: education; experiences; identity; learning; novice; process; research; role; students; supervision; supervisors cache: joe-1796.pdf plain text: joe-1796.txt item: #63 of 317 id: joe-1798 author: Makgobole, Mokgadi Ursula; Onwubu, Stanley Chibuzor title: Exploring students’ experience and perceptions of the Somatology extended curriculum programme at the Durban University of Technology date: 2021-03-30 words: 7420 flesch: 54 summary: Sub theme 1:2 Influence of reduced academic workload and excess time on ECP student throughput ECP students have a reduced academic workload based on the belief that a reduced workload will improve student academic performance. Nevertheless, it has been reported that ECP students studying Nursing at DUT felt stigmatised and lacked confidence because of being placed in the programme (Sibiya & Mahlanze, 2018). keywords: africa; ecp; education; integration; participant; perceptions; programme; somatology; south; students; study; success; time; university cache: joe-1798.pdf plain text: joe-1798.txt item: #64 of 317 id: joe-1811 author: Hugo, Wayne title: Editorial date: 2020-07-20 words: 4373 flesch: 57 summary: If teacher PCK is weak then we can use SLPs to address the lack. It dumbs down the profession and we know that good teachers are key to good systems of education. keywords: content; education; knowledge; learner; lesson; need; slps; teachers cache: joe-1811.pdf plain text: joe-1811.txt item: #65 of 317 id: joe-1813 author: Shalem, Yael; Steinberg, Carola; Koornhof, Hannchen; De Clercq, Francine title: The what and how in scripted lesson plans: the case of the Gauteng Primary Language and Mathematics Strategy date: 2020-07-21 words: 8682 flesch: 55 summary: We believe that this is an important question in view of research which consistently shows that gaps in teacher knowledge is a major influence on the teaching and learning in underperforming schools (Hoadley, 2012; Taylor and Taylor, 2013). Teacher knowledge matters for enactment of SLP Palesa’s lesson reveals how the SLP in its present structure invites teachers to expand and improvise. keywords: curriculum; education; english; gplms; knowledge; language; learners; lesson; nouns; plans; slps; teachers; teaching; use cache: joe-1813.pdf plain text: joe-1813.txt item: #66 of 317 id: joe-1814 author: Brown, Bruce title: A systems thinking perspective on change processes in a Teacher Professional Development programme date: 2020-07-21 words: 8226 flesch: 48 summary: Instead, a number of different factors influenced teacher change. In the system considered in this paper, the influences of time and workload had such a stabilising effect on system change. keywords: analysis; changes; development; education; elements; experience; practice; programme; system; teachers cache: joe-1814.pdf plain text: joe-1814.txt item: #67 of 317 id: joe-1815 author: Clarence, Sherran title: Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment date: 2020-07-21 words: 6332 flesch: 45 summary: Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. According to Kahn (2015), the constructive alignment approach, building on Biggs’ earlier work on the SOLO taxonomy, account predominantly for one form of knowledge building in education. keywords: code; curriculum; education; knowers; knowledge; learning; students; teaching cache: joe-1815.pdf plain text: joe-1815.txt item: #68 of 317 id: joe-1816 author: Maluleke, Lucky; Harley, Anne title: Doing something in life”: Rural youth reimagining technical vocational education and training date: 2020-07-21 words: 10.17159/2520-9868/i66a04 flesch: Recent post-schooling policy continues to emphasise the importance of technical vocationaleducation and training (TVET) for employability in the workplace, thus largely reflecting theinterests of capital. However, the discourse of educating for employability is under increasingattack as unemployment levels rise; and recent policy has begun to argue for a consideration ofskills for livelihoods other than formal employment. Unemployment disproportionately affects theyouth and those living in rural areas, and TVET policy has begun to address this. However, suchpolicy remains firmly within neoliberalism, and does not address the interests or lived experienceof rural youth. A reimagining of TVET is required. In this, there is a need to understand what ruralyouth themselves consider to be most appropriate for local development needs. This article reportson a qualitative study done with ten youth from Limpopo Province to investigate what sort ofTVET out-of-school youth consider to be relevant in their context. summary: None keywords: colleges; community; development; education; participants; people; policy; research; rural; skills; training; tvet; youth cache: joe-1816University of KwaZulu-Natal on behalf of the South African Education Research Association plain text: joe-1816.txt item: #69 of 317 id: joe-1819 author: None title: None date: 2017-01-23 words: 8433 flesch: 61 summary: (2010, p. 3) argue that South Africa should periodically test adult literacy levels and would be relatively inexpensive relative to the cost of adult education programmes. SAQA’s role in the pilot implementation of the Kha ri gude adult literacy campaign. keywords: adult; africa; education; general; household; kha; literacy; south; statistics; survey cache: joe-1819.pdf plain text: joe-1819.txt item: #70 of 317 id: joe-1820 author: None title: None date: 2017-01-30 words: 11376 flesch: 42 summary: “A rigorous process and steps were followed in the adaptation of the instruments, namely: grounding it in the emergent literature in South Africa, and in comparative literature on university community engagement, triangulated with instruments on civic engagement used in American and British universities, piloted in two universities with projects leaders, deans, senior managers, and other academics then revised it” (Kruss et al., 2012, p.16). Community engagement typically finds expression in a variety of forms, ranging from informal and relatively unstructured activities to formal and structured academic programmes addressed at particular community needs. keywords: community; community engagement; development; education; engagement; factor; interaction; journal; knowledge; new; partners; research; scale; service; social; south; table; universities; university cache: joe-1820.pdf plain text: joe-1820.txt item: #71 of 317 id: joe-1821 author: None title: None date: 2017-01-23 words: 7886 flesch: 52 summary: Based on a study of three Quintile-1 (Q-1) primary schools in Cape Town, the paper argues that, although the SPP is ambitious and well intentioned, critical implementation and monitoring challenges negatively reconfigures the educational aspirations of primary school learners. Research aims The purpose of this paper is to demonstrate that although the SPP is ambitious and well intentioned, critical implementation and monitoring challenges negatively reconfigures the educational aspirations of primary school learners. keywords: education; grade; journal; learners; performance; policy; schools; sen; south; spp; support; teachers cache: joe-1821.pdf plain text: joe-1821.txt item: #72 of 317 id: joe-1825 author: None title: joe-1825 date: 2020-07-23 words: 5604 flesch: 54 summary: ” Introduction A growing body of research indicates that writing retreats enhance the production of research publications as well as the writer’s confidence and growth in a university context (Thomson & Kamler, 2013; Grant & Knowles, 2010; Moore, Murphy & Murray, 2010). Writing retreats are becoming increasingly common as a way of providing dedicated time, space and support for writing. keywords: learning; participants; process; research; retreat; space; time; university; writers; writing cache: joe-1825.pdf plain text: joe-1825.txt item: #73 of 317 id: joe-1878 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 8856 flesch: 40 summary: While there has been “an exponential increase in articles with a vocational focus” (Gessler & Siemer, 2020), very few of these studies have a focus on practical vocational subjects. A theoretical framework for critically reviewing the literature on practical vocational subjects Because the focus of the critical review is on the knowledge forms that are evident in curricula and pedagogies in practical vocational subjects, we conceptually framed the critical review with Legitimation Code Theory (LCT), a social realist framework that has been widely used to study the knowledge base of different types and levels of educational provision (Maton, 2014), including vocational education (e.g., Johansson, 2020). keywords: education; et al; forms; gravity; journal; knowledge; learning; practice; review; skills; students; studies; subjects; training; work cache: joe-1878.pdf plain text: joe-1878.txt item: #74 of 317 id: joe-1881 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 8430 flesch: 47 summary: We agree that it is important for students to make mental and physical breaks from their previous learning context to integrate fully into a new context and adjust to their role, with its expectations, of being university students. Why do higher education students drop out? keywords: education; experiences; feel; inclusion; knowledge; participants; relations; students; study; university; year cache: joe-1881.pdf plain text: joe-1881.txt item: #75 of 317 id: joe-1893 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 6775 flesch: 53 summary: Keywords: initial teacher education, pedagogic reasoning, changing contexts, Legitimation Code Theory, semantic gravity, pre-service teachers Problem: Pedagogic reasoning is important, but difficult to teach The core responsibility of teachers is to enable epistemological access to powerful knowledge (Morrow, 1992) to all learners, irrespective of the contexts in which teachers find themselves. Although pedagogic reasoning is understood to inform all aspects of teaching practice, we still do not know what pedagogic reasoning looks like. keywords: context; group; knowledge; lesson; pedagogic; reasoning; teachers; teaching cache: joe-1893.pdf plain text: joe-1893.txt item: #76 of 317 id: joe-1897 author: John title: Microsoft Word - bIssue82-Final.docx date: 2021-03-29 words: 8021 flesch: 55 summary: According to Setati (2002, p. 9), because of multilingualism in South African classrooms, mathematics teachers must learn to manage the interaction between and among • Ordinary English and mathematical English; • While it is clear that mathematics teachers should assist learners in drawing from their HL towards concept development (Setati & Adler, 2000), discussions regarding the use of CS have been going on for some time. keywords: activities; assessment; education; english; grade; journal; language; learners; learning; mathematics; mathematics teachers; teachers; teaching; use cache: joe-1897.pdf plain text: joe-1897.txt item: #77 of 317 id: joe-1901 author: John title: Microsoft Word - c8900 Full Issue 12Dec.docx date: 2022-12-12 words: 9199 flesch: 48 summary: Teachers’ AfL pedagogical skills often become visible in planning for learner assessment (Kim et al., 2019), where the teacher links the activities to what is being taught (Nesari & Heidari, 2014). Abstract Assessment for Learning is useful in producing feedback that mathematics teachers may utilise to enhance classroom teaching. keywords: activities; afl; assessment; classroom; education; feedback; journal; language; learners; learning; mathematics; mathematics teachers; south; teachers; teaching; use cache: joe-1901.pdf plain text: joe-1901.txt item: #78 of 317 id: joe-1911 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 10883 flesch: 58 summary: Child labour is a matter of national concern 31 for example, a learner having the knowledge, skills, and attitudes to adjust to a workplace after having gained at school in-depth knowledge of the meaning of child labour in its different forms. Child labour is seen to be any work that “affects the child’s enjoyment of his or her fundamental rights: civil, political or economic, social and cultural—particularly the broad right to survival and development of the child” (Gallinetti, 2008, p. 323), but child work can 32 Journal of Education, No. 85, 2021 become child labour. keywords: africa; child; child labour; children; curriculum; department; education; forms; government; grades; labour; learners; national; school; south; work cache: joe-1911.pdf plain text: joe-1911.txt item: #79 of 317 id: joe-1914 author: John title: Microsoft Word - bIssue82-Final.docx date: 2021-03-29 words: 5529 flesch: 46 summary: Critiquing teacher preparation research: An overview of the field, Part 2. Journal of Teacher Education, 66(2), 109–121. Big policies, small world: An introduction to international perspectives in education policy. keywords: education; policy; ppss; practice; research; schools; study; teacher; teacher education; teaching cache: joe-1914.pdf plain text: joe-1914.txt item: #80 of 317 id: joe-1924 author: John title: Microsoft Word - bIssue82-Final.docx date: 2021-03-29 words: 10217 flesch: 54 summary: The development of beginner teacher identity The effectiveness of beginner teachers is influenced by their personal backgrounds (past self), their formal training (teacher educational programme) and the context of their school placements (practical experience) as Hofmeyr (2016) has pointed out. The role of teacher training programmes in influencing beginner teacher identity The route chosen by pre-service teachers to become qualified teachers is one of many factors that influence their teacher-becoming during their early years in the profession. keywords: beginner; beginner teacher; education; experience; identities; identity; participants; research; service; teacher; teacher education; teacher identity; teaching; theory; time cache: joe-1924.pdf plain text: joe-1924.txt item: #81 of 317 id: joe-1932 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 10948 flesch: 49 summary: The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Feedback is the most influential and powerful aspect of the assessment cycle in improving student learning and performance (Dawson et al., 2019; O’Donovan et al., 2016). keywords: assessment; building; education; et al; experience; face; feedback; knowledge; learning; lecturers; students cache: joe-1932.pdf plain text: joe-1932.txt item: #82 of 317 id: joe-1943 author: None title: None date: 2016-11-16 words: 1283 flesch: 35 summary: The association provides, amongst others, an opportunity to promote research and academic collaboration, link research policy, theory and practice, encourage the promotion of research quality, and help develop the next generation of researchers. The conference succeeded in providing space to reflect on the nature, purpose and role of educational research at present, in anticipation of unpredictable and complex futures. keywords: education; futures; learning; research cache: joe-1943.pdf plain text: joe-1943.txt item: #83 of 317 id: joe-1944 author: None title: None date: 2016-11-14 words: 8737 flesch: 58 summary: Such scholarly views therefore guided me to analyse South African history textbooks in order to understand their construction of the African being. Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks. keywords: 2006; african; africanness; analysis; consciousness; construction; culture; discourses; education; history; history textbooks; journal; level; people; south; south africa; textbooks cache: joe-1944.pdf plain text: joe-1944.txt item: #84 of 317 id: joe-1946 author: None title: None date: 2016-11-14 words: 7329 flesch: 43 summary: Human development values At the heart of the human development framework are four principles, participation, equity, sustainability and empowerment, which this paper considers as linked to learning for sustainable future. 61 In the next section the paper discusses the methodology chosen for the investigation of the extent to which National and Strategic Studies advances human development values. keywords: citizenship; context; development; education; futures; human; learning; participation; policy; processes; studies; sustainability cache: joe-1946.pdf plain text: joe-1946.txt item: #85 of 317 id: joe-1947 author: None title: None date: 2016-11-07 words: 6069 flesch: 49 summary: By framing sustainable futures within a vitalist monist ontology and understanding time as entangled hold important implications for educational research practices. I employ Barad’s (2003, 2007) concept of intra-action and Braidotti’s (2013) nomadic posthumanism as conceptual persona (Deleuze and Guattari, 1994) to problematise human exceptionalism and instrumentalism and to consider the implications thereof for educational research practices. keywords: barad; braidotti; deleuze; ethics; human; posthumanism; practices; press; research; university; world cache: joe-1947.pdf plain text: joe-1947.txt item: #86 of 317 id: joe-1948 author: None title: None date: 2016-11-14 words: 9151 flesch: 52 summary: As de Clercq (2013) argues, post-colonial societies that are riven by inequalities in teacher education and working conditions may experience all four periods simultaneously. One way of interpreting these patterns is that the rules of the ‘education game’ are skewed in such a way that black women teachers tend to come out losing, 138 Journal of Education, No. 65, 2016 so that part of the institutional meaning of being a black woman teacher is multiple disadvantage. keywords: 2013; accountability; africa; education; fee; fee schools; journal; learners; professional; sayed; schools; south; table; teachers; women cache: joe-1948.pdf plain text: joe-1948.txt item: #87 of 317 id: joe-1949 author: None title: None date: 2016-07-27 words: 2923 flesch: 52 summary: Carol Bertram understands the kind of theoretical struggle Zain Davis articulates, for she is discontent with over simplified theories that have no real grasp on reality. Take education theory as an example. keywords: concepts; education; knowledge; space; theory cache: joe-1949.pdf plain text: joe-1949.txt item: #88 of 317 id: joe-1950 author: None title: None date: 2016-07-27 words: 5879 flesch: 45 summary: With regard to the esoteric, Bernstein makes the empirically sound claim that access to the unthinkable is generally reserved for the upper reaches of the education system (knowledge production): In other words, social relations are expressed in the Davis: Bernstein and the Kantian antinomies of reason. . . keywords: bernstein; description; discursive; gap; kant; knowledge; reason; relation cache: joe-1950.pdf plain text: joe-1950.txt item: #89 of 317 id: joe-1952 author: None title: None date: 2016-07-27 words: 8793 flesch: 53 summary: Teaching Practice traditionally involves the placement of student teachers in the classrooms of mentor teachers who, as more experienced and knowledgeable professionals, provide important opportunities for professional development through collaboration in planning, teaching and assessment, thus contributing to the construction of personal and professional identities (Mukeredzi, 2013; Robinson 2015). While we fully acknowledge that the role of mentor teachers is crucial in supporting students, especially in challenging situations (Pennefather, 2008; Hobson, 2002), and that improving “mentoring quality impacts upon the student teacher’s school practice as a whole” (Pennefather, 2008, p.91), we hold that in contexts in which student teachers are receiving additional support, it is possible, and indeed necessary to re-conceptualise the role of the traditional mentor teacher. keywords: action; education; mentor; mentoring; partnerships; practice; school; student; student teachers; support; teachers; teaching; university cache: joe-1952.pdf plain text: joe-1952.txt item: #90 of 317 id: joe-1953 author: None title: None date: 2016-07-27 words: 7792 flesch: 53 summary: The analytic framework The purpose of the analysis was to establish whether text extracts representing science concepts represented these as simple scientific concepts. 3. How does the Grade R curriculum represent science concepts with regards to the relation between simple and complex concepts? Morris, Hardman and Jacklin: School science for six-year-olds. . . keywords: animals; concepts; curriculum; dbe; education; everyday; grade; grade r; knowledge; school; science; year cache: joe-1953.pdf plain text: joe-1953.txt item: #91 of 317 id: joe-1954 author: None title: None date: 2016-07-27 words: 12703 flesch: 60 summary: The key research question posed in the study was: ‘how do Expressive Arts teachers teach Expressive Arts two years into the implementation of the curriculum in Malawi?’ (2001) concept of Productive pedagogies to explore the pedagogic practices of Expressive Arts teachers in the primary schools in Malawi. keywords: arts; classroom; curriculum; education; excerpt; group; knowledge; learners; learning; lessons; pedagogies; students; study; teacher; teaching; world cache: joe-1954.pdf plain text: joe-1954.txt item: #92 of 317 id: joe-1955 author: None title: None date: 2016-07-27 words: 7086 flesch: 51 summary: Many unwittingly subscribe to the ‘universality hypothesis’, which suggests there is little difference in the understanding of visuals by viewers with different educational levels and backgrounds) although research into visual literacy and work in development contexts suggests otherwise (Carstens, 2004). Criteria for “visual perception and preference in illiterate people” included clarity and context (including viewers’ “own experiences”, and “self-relevance”), and mentioned the need to distinguish between urban and rural dwellers, while cautioning not to assume visual literacy amongst urban dwellers (Sejake, 1993, p.25). keywords: 2011; communication; education; figure; health; hiv; illustrations; interpretation; literacy; meaning; participants; people; sign cache: joe-1955.pdf plain text: joe-1955.txt item: #93 of 317 id: joe-1956 author: None title: None date: 2016-03-30 words: 2586 flesch: 59 summary: By wicked problem I mean an intractable situation that has all sorts of other problems and interdependencies wrapped up inside of it, where attempts to solve the problem only seem to throw up more problems; much like what happens when trying to chop off one of the Editorial 5 New tools for resolving wicked problems is a freely available generic pedagogic text that2 actively teaches how to solve wicked problems using specific tools and steps. Zimbabwean teachers can earn more than double their salary if they migrate to South Africa; and South African teachers can earn more than double if they migrate to England or the USA. keywords: education; emotional; emotions; south; teachers cache: joe-1956.pdf plain text: joe-1956.txt item: #94 of 317 id: joe-1957 author: None title: None date: 2016-03-30 words: 6719 flesch: 53 summary: I turned to the burgeoning literature on teacher emotions and found that Hargreaves (1998, 2000, 2001) presents convincing evidence that “teaching is an emotional practice” which “activates, colours and expresses” (1998, p.838) the feelings of teachers and those with whom they work. Nor do other researchers who have written about teacher emotions (e.g. Bahia, Freire, Amaral and Estrela, 2013; Bullough Jnr, 2011; James, 2011; Kelchtermans, 1996, 2005, 2011; Nias, 1996; Oplatka, 2007; Palmer, 1998; Winograd, 2003; Zembylas, 2005). keywords: achievement; assessment; attributions; education; emotions; failure; journal; learners; self; teachers; teaching cache: joe-1957.pdf plain text: joe-1957.txt item: #95 of 317 id: joe-1958 author: None title: None date: 2016-03-30 words: 7926 flesch: 49 summary: Learner responses strengthen social relations, relieving the pressure of the hard work in establishing the required meaning, e.g., “Freedom!” Social relations become more strongly emphasised when the ‘meaning’ of the text is used as a stimulus point to the retrieval and sharing of learner experiences and interpretations. keywords: education; english; focus; gravity; knowledge; learners; legitimation; lesson; poem; relations; semantic; teacher; theory cache: joe-1958.pdf plain text: joe-1958.txt item: #96 of 317 id: joe-1959 author: None title: None date: 2016-03-30 words: 9625 flesch: 57 summary: As this view of reading became widely accepted, it inspired changes in the ways reading was taught, since it focused attention squarely on readers’ constructing mental representations of meanings text. Sandra Land Abstract Research on reading in African languages is particularly pertinent in South Africa now, in view of the poor reading performance in many South African schools. keywords: africa; development; education; english; eye; grain; isizulu; journal; land; languages; letters; meaning; movement; orthographies; readers; reading; size; skills; sounds; south; speech; strategies; teachers; text; use; words cache: joe-1959.pdf plain text: joe-1959.txt item: #97 of 317 id: joe-1960 author: None title: None date: 2016-03-30 words: 6537 flesch: 59 summary: 97 Table 1: Number and percentage of progressed learners in Motheo district per quintile Quintile No. of learners No. of progressed learners % progressed learners 1 & 2 2967 822 27.7 3 1963 347 17.7 4 1033 80 7.7 5 2605 109 4.2 Effects of learner progression As shown in Figure 2, the FS promoted learners’ pass rate was relatively high, at 88,7% (n = 22 520), with little variation between the districts. 96 Journal of Education, No. 63, 2015 Results Extent of learner progression Of the 26 439 grade 12 candidates in the FS in 2014, 3 919 (14,8%) had been progressed to grade 12 from grade 11 at the end of 2013. keywords: education; grade; law; learners; pass; progression; promotion; quintile; repetition; schools cache: joe-1960.pdf plain text: joe-1960.txt item: #98 of 317 id: joe-1961 author: None title: None date: 2016-03-30 words: 7557 flesch: 54 summary: 123 Table 2: Teacher salaries of selected countries at US dollar market rates and PPP equivalent for three levels of teacher experience SA UK US AUS CAN NZ JAP ZIM Similarly the Teacher Incentive Study (2006) found that teachers value the environment in the school along with teacher salaries. keywords: africa; countries; education; experience; international; migration; october; ppp; salaries; salary; south; south africa; teachers; teaching; years cache: joe-1961.pdf plain text: joe-1961.txt item: #99 of 317 id: joe-1962 author: None title: None date: 2016-03-30 words: 6509 flesch: 48 summary: The aim of this article is to show which of the factors school principals perceive as key to sustaining quality education in their schools and to explore if there are any differences in the perspectives of principals from different quintile schools about the factors, which contribute to sustainable quality education. By quantifying principals’ responses to questions, which we posed in an online survey on quality education, we were able to identify trends in the principals’ professional perspectives concerning the factors that contribute to sustainable quality education in their schools. keywords: africa; cape; curriculum; education; factors; learners; principals; quality; quality education; quintile; schools; south; teachers cache: joe-1962.pdf plain text: joe-1962.txt item: #100 of 317 id: joe-1964 author: None title: None date: 2015-11-25 words: 1285 flesch: 37 summary: Editorial Daisy Pillay, Inbanathan Naicker and Kathleen Pithouse-Morgan More and more, higher education is being recultured in terms of competitive participation in the knowledge economy (Adkins, 2007). As we face up to an increasingly likely scenario where higher education becomes “a mode of production, of goods and services, in which all the nonmaterial satisfactions that might come from work [are] eliminated” (Schwartz, 2014), academic autoethnographies offer possibilities for “critical interruptions” (Pezzullo, 2001, p.4) to corporate discourses that delimit understandings of what it can mean to become and be a teacher in higher education. keywords: academic; autoethnography; education; teaching cache: joe-1964.pdf plain text: joe-1964.txt item: #101 of 317 id: joe-1965 author: None title: None date: 2016-02-17 words: 2405 flesch: 68 summary: The postgraduate course at that west coast Canadian university where I am teaching as I write this, and which draws on the tools of visual autoethnography as central to the course, includes several students from Iran, another from Korea, a student whose mother gets on a boat in Vietnam in 1979 and hopes she will reach Thailand and then Canada, a student from Hong Kong, another from Chile, one from Russia, and a student whose grandparents make their way to the Canadian west from Scotland – but then, alongside these geographic divisions, there are different cultural and experiential divisions that frame the diversity as they arrive at class each day. Several students have very young children and so must always be thinking of childcare and picking up children, a couple are teachers who are preparing for their own diverse school settings that will start up again in a few weeks and so they have a common interest in how they will apply the assignments and so on. keywords: students; suspense; teaching; way; work cache: joe-1965.pdf plain text: joe-1965.txt item: #102 of 317 id: joe-1967 author: None title: None date: 2016-02-17 words: 7431 flesch: 60 summary: The findings of my doctoral study (Wood, Theron and Mayaba, 2012a; Mayaba and Wood, 2015) made me realise the value of cultural assets to empower vulnerable children and make a practical contribution to improving the quality of life for children. Children displayed a sense of happiness and contentment and there were other people from the community who volunteered to cook and others were assisting children with homework. keywords: children; education; home; journal; learning; mayaba; ovc; research; study; teachers; teaching cache: joe-1967.pdf plain text: joe-1967.txt item: #103 of 317 id: joe-1969 author: None title: None date: 2016-02-17 words: 7393 flesch: 48 summary: My initial professional identity in higher education was a teacher of undergraduate students in the school of science education. Although I was a member of the community of practice of science teacher education, my participation remained peripheral because I was not involved in postgraduate teaching. keywords: academic; education; identity; journal; mudaly; postgraduate; practice; research; science; self; space; students; teacher; teaching; work cache: joe-1969.pdf plain text: joe-1969.txt item: #104 of 317 id: joe-1970 author: None title: None date: 2016-02-17 words: 8118 flesch: 74 summary: Many students nod their heads. Many students have marked this passage as being significant to them when I used the essay in past classes. keywords: autoethnography; berry; class; experiences; lives; stories; story; students; teaching; teeth; writing cache: joe-1970.pdf plain text: joe-1970.txt item: #105 of 317 id: joe-1971 author: None title: None date: 2016-02-17 words: 6813 flesch: 47 summary: I argue that a sustained, careful and considered approach to student supervision that understands and conceptualises writing as a process (rather than a product) has enormous potential for facilitating and developing student academic writing competence. Historically, the minimum requirement to supervise PhD students in the UKZN School of Education has been a PhD qualification. keywords: academic; cohort; education; grant; pedagogy; phd; postgraduate; practice; research; self; students; supervision cache: joe-1971.pdf plain text: joe-1971.txt item: #106 of 317 id: joe-1972 author: None title: None date: 2015-12-02 words: 1720 flesch: 48 summary: She describes a participatory action research project (PAR) where student teachers are framed as people who need to take agency to address social inequalities and to make a difference in their learners’ lives. Her focus is on the methodology of PAR and how this enables student teachers to recognise their agency over ‘who they are and how they teach’. keywords: agency; conference; education; university cache: joe-1972.pdf plain text: joe-1972.txt item: #107 of 317 id: joe-1973 author: None title: None date: 2015-12-02 words: 8772 flesch: 50 summary: Critical agency and critical thinking The idea of critical agency in education came to the fore in stark terms with the advent of critical theory and its applications to education, which drew upon and critiqued early Marxism (see for example, Usher, 1996). However, it should be pointed out here that whilst Marxism and critical theory significantly influenced the development of such social movements, these social movements also differed significantly with Marxism and critical theory by pointing to other forms of domination and oppression – forms of domination and oppression that were not reducible to capitalism – and, thereby also had the effect of pluralising forms of critical agency and social movements (see also Hall 1992 in this regard). keywords: agency; apartheid; education; movements; paper; post; south; struggles; system; touraine cache: joe-1973.pdf plain text: joe-1973.txt item: #108 of 317 id: joe-1974 author: None title: None date: 2015-12-02 words: 8477 flesch: 60 summary: (Foucault, 1997b, p.95) Ascetics is understood as an “exercise of self upon the self by which one attempts to develop and transform oneself, and to attain to a certain mode of being” (Foucault, 1997a, p.282). Foucault also describes this self-mastery as follows: it is to “take up residence in oneself ”, a self- possession, a self-enjoyment, it is to surpass the self, and a mastery of appetites (Foucault, 1997a, p.285), an elaboration of self by self, a studious transformation, a slow arduous process of change, guided by a constant concern for truth (Foucault, 1990e). keywords: agency; care; education; foucault; freedom; knowledge; order; self; subject; subjectivity cache: joe-1974.pdf plain text: joe-1974.txt item: #109 of 317 id: joe-1975 author: None title: None date: 2015-12-02 words: 7025 flesch: 51 summary: In this instance then of university teaching, it can be seen that while there is some evidence of innovations being informed by broad currents in the literature, it is more important to note how teaching decisions were largely driven by tacit, contextual knowledge, in a framework of reflective practice. Student learning and the scholarship of university teaching. keywords: course; education; knowledge; learning; research; scholarship; sotl; students; teaching; work cache: joe-1975.pdf plain text: joe-1975.txt item: #110 of 317 id: joe-1976 author: None title: None date: 2015-12-02 words: 6984 flesch: 56 summary: It argues that research with, by and for student teachers may engender their empowerment and transformation. The study found that using PAR teaches student teachers important research skills that they may take into their classrooms. keywords: change; education; learners; par; process; research; student; student teachers; study; teachers cache: joe-1976.pdf plain text: joe-1976.txt item: #111 of 317 id: joe-1977 author: None title: None date: 2015-12-02 words: 7600 flesch: 55 summary: 96 Journal of Education, No. 61, 2015 The establishment of learner leadership clubs as a service learning initiative While research has been growing on the topic of student voice in the international arena (Fielding, 2001; Flutter, 2006; Mitra, 2006; Whitehead, 2009; Mitra and Gross, 2009) Learner leadership clubs offered such a space of leadership from which learners could ‘speak back’ concerning what they considered important about their learning. keywords: clubs; development; education; honours; leadership; learner; learner leadership; learner voice; schools; south; student; voice cache: joe-1977.pdf plain text: joe-1977.txt item: #112 of 317 id: joe-1978 author: None title: None date: 2015-12-02 words: 9929 flesch: 53 summary: The Gauteng Primary Language and Mathematics Strategy (GPLMS) was designed as a large-scale multi-dimensional intervention which would provide extended in-depth CPTD to primary school teachers. Teacher training and development are complex, contextually situated processes. ! keywords: course; cptd; ctli; development; education; knowledge; learners; learning; outcomes; research; school; support; teachers; teaching; training cache: joe-1978.pdf plain text: joe-1978.txt item: #113 of 317 id: joe-1979 author: None title: None date: 2016-07-20 words: 8611 flesch: 49 summary: Table 2: Comparison of breadth of content in the curricula, by time period covered and national/international focus South Africa Canada (British Columbia) Singapore Kenya Year 9 – – – ‘Early man’ – 19 C th Kenya in Africa Year 10 1600 – 1913 National and International – – 17 to 19 Cth th National and Kenya in the world Year 11 1900 – 1960s National and International 20 Cth Canada in the world 1870s – 1991 South East Asia in the world 19 C – 1939th National and Kenya in the world Year 12 1960s – PRESENT National and International 1919 – 1991 International 1945 – 2000 International 1914 – 1991 National and International Conceptual progression of substantive knowledge This section draws on the identification of three types of substantive history concepts, namely generic concepts; unique history concepts which refer to one person, event or period and universal history concepts which are inclusive of unique concepts (Haenen and Schrijnemakers, 1998) as the tool of analysis. A review of the history education literature indicates that the following concepts are productive when analysing history curriculum documents: the purpose of school history, the knowledge structure of the discipline and the distinction between substantive and procedural knowledge (or first and second order concepts) in history. keywords: british; concepts; content; curriculum; education; history; kenya; knowledge; national; progression; school; singapore; south cache: joe-1979.pdf plain text: joe-1979.txt item: #114 of 317 id: joe-1981 author: None title: None date: 2015-12-02 words: 5902 flesch: 54 summary: Enduring inequality: an economic perspective on public school education in South Africa, with special focus on the Western Cape. At school level, institutional functionality, a focus on instructional leadership, a clear-sighted emphasis on reading, writing and professional development and professionalising the divisions of the civil service dealing with education are critical to success. keywords: access; africa; department; education; grade; learners; learning; motala; national; quality; schools; south cache: joe-1981.pdf plain text: joe-1981.txt item: #115 of 317 id: joe-1982 author: None title: None date: 2015-10-12 words: 2434 flesch: 48 summary: We have shifted teacher education away from a mostly dysfunctional college sector into a mostly functional university sector; we are offering serious bursaries to attract good candidates; we are investing in infrastructural programmes to increase institutional capabilities; and we have a teacher education policy that sets out minimum requirements for teacher education. Research on teacher education in South Africa is strong and growing, but still has a long way to go. keywords: education; ite; south; teacher; teaching cache: joe-1982.pdf plain text: joe-1982.txt item: #116 of 317 id: joe-1983 author: None title: None date: 2015-09-22 words: 7453 flesch: 41 summary: While other recent papers on teacher knowledge in South African ITE programmes (e.g. Bertram and Christiansen, 2012; Reeves and Robinson, 2014) explore how different approaches to ITE are based upon different assumed relationships between theoretical knowledge and practice, this paper explores how choices of recontextualising principles brings particular kinds of teacher knowledges to the fore in parts of formal university-based coursework. However, because they bring particular kinds of teacher knowledge to the forefront of teacher development, other kinds of teacher knowledge are inevitably backgrounded. keywords: curricula; education; ite; knowledge; learning; practice; principles; semantic; south; teachers; teaching cache: joe-1983.pdf plain text: joe-1983.txt item: #117 of 317 id: joe-1985 author: None title: None date: 2015-09-22 words: 9275 flesch: 42 summary: Student teaching assessment instruments: possibilities and pitfalls for promoting professional development. Another study in New Zealand found that some practicum assessors disregarded formally articulated criteria to make decisions about the teaching performances of student teachers in relation to “what they personally believed to be the important elements of a performance against standards they personally deemed appropriate” (Hawe, 2002, p.103). keywords: assessment; competence; content; criteria; education; instruments; judgement; knowledge; learning; student; teacher; teaching; university cache: joe-1985.pdf plain text: joe-1985.txt item: #118 of 317 id: joe-1986 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 6776 flesch: 42 summary: There is, accordingly, a gradual development of increasingly complex conceptual understanding that occurs in the education of theoretical physics students, evolving from conceptual knowledge acquisition to an understanding and comprehension of the knowledge and the specific procedures that are underpinned by these. Conclusion This study, conducted using LCT, enabled us to examine the underpinning logics of the assessments in physics and theoretical physics, thereby allowing us to reveal the extent to which the undergraduate and postgraduate curricula are aligned for the preparation of theoretical physics students for diverse workplaces. keywords: assessment; concepts; education; example; field; knowledge; physics; procedures; relations; students; study cache: joe-1986.pdf plain text: joe-1986.txt item: #119 of 317 id: joe-1987 author: None title: None date: 2015-10-07 words: 10061 flesch: 42 summary: Table 4: Sustainable agriculture statements with a socio-economic focus as a percentage of the total number of statements Socio-economic vision statements Socio-economic detailed statements NCS n=57 CAPS n=89 NCS n=57 CAPS n=89 14% 2% 8% 2% Question 2: To what extent are the knowledge and cognitive processes aligned to the philosophies of ESA? 80 Journal of Education, No. 60, 2015 Education for sustainable agriculture: the old and new curricula for agricultural sciences in South African schools Moraig Peden Abstract This article explores the support given to Education for Sustainable Agriculture (ESA) by the South African Agricultural Sciences school curricula. keywords: 2008b; agriculture; assessment; caps; curriculum; dbe; department; doe; education; industrial; knowledge; learning; ncs; sciences; south; statements cache: joe-1987.pdf plain text: joe-1987.txt item: #120 of 317 id: joe-1988 author: None title: None date: 2015-09-28 words: 5895 flesch: 50 summary: Biology curriculum in twentieth century Spain. Exploring the recontextualisation of biology in the South African life sciences curriculum, 1996–2009. keywords: biology; canonical; caps; curriculum; education; grade; johnson; knowledge; life; ncs; sciences; south cache: joe-1988.pdf plain text: joe-1988.txt item: #121 of 317 id: joe-1989 author: None title: None date: 2015-10-07 words: 7875 flesch: 51 summary: Curriculum reform as a driver for change in higher education: the case of South Africa Bruce Kloot Abstract A recent proposal by the Council for Higher Education (CHE) outlines a solution to the persistently low and racially skewed completion rates in South African higher education. This analysis suggests that the power structure of higher education itself is likely to constrain the effectiveness of the CHE’s proposal and ultimately fail to shift the low and racially skewed completion rates that plague South African higher education. keywords: academic; african; curriculum; development; education; field; foundation; programmes; proposal; reform; research; south; students; university cache: joe-1989.pdf plain text: joe-1989.txt item: #122 of 317 id: joe-1990 author: None title: None date: 2015-10-12 words: 6132 flesch: 40 summary: The UKCES report entitled “The Employability Challenge” regards employability skills as those which must be present to empower an individual to apply the more particular knowledge and technical skills that their specific workplaces will expect and “using information technologies effectively – operating a computer, both using basic systems and also learning other applications as necessary” (2009, p.6). The UK Commission for Employment and Skills (2009, p.6) describes employability skills as including “working together – co-operating, being assertive, persuading, being responsible to others. . .”. keywords: administration; business; consensus; education; employability; graduates; knowledge; management; office; panel; skills; work; workplace cache: joe-1990.pdf plain text: joe-1990.txt item: #123 of 317 id: joe-1991 author: None title: None date: 2015-09-21 words: 2930 flesch: 51 summary: One such question is whether social gazes, which knowers possess by virtue of being part of specific social groups, really do lead to the fragmentation of intellectual fields or educational knowledge fields in the ways they have in Cultural Studies (the case used in the book). This lack of cumulative building of knowledge about education and about the nature of educational knowledge and knowing itself is something with which LCT is particularly concerned. keywords: education; knowledge; lct; maton; research cache: joe-1991.pdf plain text: joe-1991.txt item: #124 of 317 id: joe-1992 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 8176 flesch: 54 summary: First, we explore the notion of personality, what scholars have said about it, and how it plays a role in school leadership. Second, we consider self- leadership as a concept and discuss how it plays a role in school leadership. keywords: education; journal; leadership; management; performance; personality; personality traits; principals; school; school principals; self; traits; underperforming cache: joe-1992.pdf plain text: joe-1992.txt item: #125 of 317 id: joe-1993 author: None title: joe-1993 date: 2020-10-14 words: 1830 flesch: 35 summary: They make visible their learnings as social science researchers when they explored storyboarding as an imaginative, tangible, and reflexive space for narrative inquirers to work with the complexity of restorying their lived lives in educational research. Pushing the boundaries by combining poetic enquiry with educational research, Rawlinson highlights innovatively how her deeply entrenched ways of thinking were disrupted, enabling her to reimagine and re-envision her communication practice. keywords: 4ir; africa; durban; education; south cache: joe-1993.pdf plain text: joe-1993.txt item: #126 of 317 id: joe-1998 author: None title: None date: 2016-09-30 words: 8008 flesch: 57 summary: Human rights education in diverse contexts. Ideological illusions, human rights and the right to education: the in(ex)clusion of the poor in post-apartheid education Anne Becker and Petro du Preez Abstract Against the background of global concern about the political and social consequences of human rights, this article uses an ideological lens to explore the (non)existence of the right to education in South Africa. keywords: africa; becker; capitalism; education; human; participant; real; responsibility; rights; south; student; teachers; žižek cache: joe-1998.pdf plain text: joe-1998.txt item: #127 of 317 id: joe-2035 author: John title: Microsoft Word - b87 Full Issue 14072022.docx date: 2022-07-14 words: 9032 flesch: 51 summary: Exploring the background and shaping of beginning student teachers in Ghana: Toward greater contextualisation of teacher education. A plethora of literature on teachers’ knowledge and feedback practices has focused primarily on pre-service teachers and in-service teachers. keywords: assessment; education; educators; feedback; ghana; knowledge; learning; mathematics; practices; students; teacher; teaching cache: joe-2035.pdf plain text: joe-2035.txt item: #128 of 317 id: joe-2040 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 7771 flesch: 45 summary: www.sun.ac.za/policies Strnadová, I., Hájková, V., & Květoňová, L. (2015) Voices of university students with disabilities: Inclusive education on the tertiary level—a reality or a distant dream? With this emphasis on the students’ voices, policy that will result in the development and the provision of student support services at HEIs can be informed. keywords: disabilities; disability; education; experiences; learning; lecturers; research; slds; students; support; university cache: joe-2040.pdf plain text: joe-2040.txt item: #129 of 317 id: joe-2046 author: None title: None date: 2020-11-12 words: 3191 flesch: 48 summary: Education as a social discipline In this section I would like to emphasise Frederico Matos’ (2013) commentary on the status of education research within the broader terrain of university research. Our plenary panel members (Day Three) pose their interpretations of critical issues in South African education research: searching for a relationship between educational research and sustainable learning environment (Prof. Sechaba Mahlomaholo (UFS); for systemic evidence in the choices for our South African classrooms (Prof. Servaas van den Berg [SU]). keywords: conference; education; new; research; sciences; social; university; wind; world cache: joe-2046.pdf plain text: joe-2046.txt item: #130 of 317 id: joe-2062 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 9060 flesch: 44 summary: This is largely because African higher education research has relied on Western models, paradigms, assumptions, concepts, methodologies, and procedures, among other research related aspects. The question is: “How can these experiences be reflected in African higher education research, and what difference would they make?” keywords: academic; african; coloniality; cross; decolonisation; education; journal; justice; knowledge; new; power; press; research; south; university cache: joe-2062.pdf plain text: joe-2062.txt item: #131 of 317 id: joe-2089 author: None title: joe-2089 date: 2020-12-15 words: 4142 flesch: 52 summary: Lortie (1975) calls this the “apprenticeship of observation” since student teachers at university have already observed teachers for most of their lives. Unlike doctors who have to familiarise themselves with a hospital, and lawyers with a court room, student teachers have grown up, to a large extent, in their future place of work. keywords: college; curriculum; education; learning; school; south; students; teachers; university cache: joe-2089.pdf plain text: joe-2089.txt item: #132 of 317 id: joe-2123 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 10053 flesch: 52 summary: Results showed that preservice teachers manifest varying degrees of ethnocentrism but that those who attended multicultural schools scored significantly lower on the ethnocentrism scale than those who attended mono- ethnic schools. By mono-ethnic we mean preservice teachers who share a commonality in terms of race, language, culture, and religion. keywords: beliefs; cultures; education; ethnocentrism; gene; journal; language; neuliep; people; preservice; research; scale; south; study; teachers cache: joe-2123.pdf plain text: joe-2123.txt item: #133 of 317 id: joe-2152 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 7954 flesch: 44 summary: As university-based scholars, we argue that our intellectual project should include the development of a cadre of critical student teacher 2 pedagogues. Further meta- analysis, dialogue, and community learning events resulted in the production of resource materials that could be used as part of community education and social action programmes. keywords: africa; community; community mapping; development; education; freire; literacy; mapping; pedagogy; south; students; teachers; university; world cache: joe-2152.pdf plain text: joe-2152.txt item: #134 of 317 id: joe-2156 author: None title: None date: 2012-08-07 words: 1939 flesch: 56 summary: Memory-work is underpinned by the premise that memories play a fundamental role in current individual and collective patterns of thought and action and that we can consciously work with memory to become aware of and intervene creatively in these patterns (Pithouse, 2007). Autobiographical research in teacher education: memories as method and model. keywords: education; memory; mitchell; pithouse; self; work cache: joe-2156.pdf plain text: joe-2156.txt item: #135 of 317 id: joe-2176 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 7463 flesch: 51 summary: In responding to the research question about how female African university students understand the influence of their home environments on their experiences of online education in the context of a pandemic, the following four themes were identified: inequities in material resources; inequities in gender roles; the role of the family; and agency. For many female African students, leaving campus residences and returning home meant taking on a number of traditional and cultural gender-based responsibilities, including household chores and caring for family members as Awung and Dorasamy (2015) have noted. keywords: african; education; experiences; female; gender; home; learning; online; pandemic; participant; students; study; university; women cache: joe-2176.pdf plain text: joe-2176.txt item: #136 of 317 id: joe-2185 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 7423 flesch: 54 summary: The aims of this study were: (i) to explore the experiences of the support offered to parents of learners with an ID in Soweto; and (ii) to evaluate how support services affect parents’ perceptions and expectations of their children’s future. Conclusion The existing literature indicates that support services for parents of learners with an ID requires ongoing research. keywords: children; disabilities; disability; education; journal; learners; need; parents; research; school; south; study; support cache: joe-2185.pdf plain text: joe-2185.txt item: #137 of 317 id: joe-2192 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 8359 flesch: 55 summary: Microsoft Word - b8400 FullIssue.docx Journal of Education, 2021 Issue 84, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i84a11 Online ISSN 2520-9868 Print ISSN 0259-479X Early childhood teachers’ and managers’ lived experiences of the COVID-19 pandemic in South Africa Hasina Banu Ebrahim Department of Early Childhood Education, College of Education, University of South Africa, Pretoria, South Africa ebrahhb@unisa.ac.za https://orcid.org/0000-0002-7896-2598 Colwyn Martin Foundation Studies Division, Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa Colwyn.martin@wits.ac.za https://orcid.org/0000-0002-1338-9217 Lorayne Excell Foundation Studies Division, Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa lorayne.excell@wits.ac.za https://orcid.org/0000-0001-6798-5930 (Received: 7 March 2021; accepted: 26 June 2021) Early childhood teachers’ and managers’ lived experiences . . . keywords: childhood; children; development; early; ecd; education; learning; managers; online; parents; participant; south; support; teachers cache: joe-2192.pdf plain text: joe-2192.txt item: #138 of 317 id: joe-2196 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 8902 flesch: 48 summary: Similarly, a study by Borello (2019) on mentorship of pre-service teachers in a South Africa learnership programme showed how conversations between student teachers and three experienced teachers seldom moved beyond providing encouragement and general classroom tips. Abstract Much South African research suggests that work-integrated learning (WIL) experiences of pre-service teachers are uneven. keywords: education; journal; knowledge; learning; pedagogic; practice; pre; reasoning; students; teachers; teaching; wil cache: joe-2196.pdf plain text: joe-2196.txt item: #139 of 317 id: joe-2199 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 7167 flesch: 53 summary: Similarly, another survey revealed that worldwide, nearly 50% of school learners were involved in school bullying either as bystanders, perpetrators, or direct victims (Zych et al., 2017). Factors that influence emotional disturbance among school bullying bystanders. keywords: bullying; bystanders; participants; research; school; school bullying; south; study; victims cache: joe-2199.pdf plain text: joe-2199.txt item: #140 of 317 id: joe-2202 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 7614 flesch: 50 summary: We aim to answer the following questions: • What politics informed the creation of education policies during COVID-19? Evidence and education policy making in South Africa during Covid-19: keywords: africa; covid-19; dbe; education; learners; learning; mudaly; national; online; pandemic; policy; resources; schools; south; teachers cache: joe-2202.pdf plain text: joe-2202.txt item: #141 of 317 id: joe-2206 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 8005 flesch: 48 summary: Community members expect university students to contribute to the upliftment of their communities once they are done with their studies. Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. keywords: cbl; communities; community; covid-19; development; education; engagement; experiences; knowledge; learning; presence; students; teaching; university cache: joe-2206.pdf plain text: joe-2206.txt item: #142 of 317 id: joe-2209 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 7269 flesch: 58 summary: In this paper, therefore, we explore how SGBs in the Eastern Cape province exercise their responsibility of recommending employment of male FP teachers in a bid to reconfigure masculine ideals and practise social justice and diversity in FP teaching. Teacher employment policy not clearly understood Another explanation of why SGB members in this study perceived FP teaching in gendered terms could be their possible lack of understanding of the policy. keywords: education; employment; gender; journal; male; men; phase; school; south; teachers; teaching cache: joe-2209.pdf plain text: joe-2209.txt item: #143 of 317 id: joe-2217 author: None title: joe-2217 date: 2021-03-29 words: 1732 flesch: 46 summary: Moving to the field of teacher education, van der Westhuizen and Woest explore the question of how different kinds of teacher education programmes affect beginning teacher identities. These schools speak directly to the issue raised in the previous paper about the kind of support and opportunities that student teachers get to engage in teaching practice in real classrooms. keywords: access; education; learning; research cache: joe-2217.pdf plain text: joe-2217.txt item: #144 of 317 id: joe-2228 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 8431 flesch: 49 summary: If not viewed critically, such 4IR curricula will not only erode disciplinary knowledge bases and thereby reduce possibilities for deep thinking to develop, but they will also potentially take away the disciplinary bases of teachers’ knowledge. The instrumentalism in 4IR enunciations, it was indicated, imply a behaviourist and technocratic approach to education that ignores the criticisms of this approach to education, which have historically shown that such approaches to education do not recognise the complexity of teaching and learning and that human beings in education are not like machines. keywords: 4ir; africa; article; education; foucault; implications; learning; people; revolution; south cache: joe-2228.pdf plain text: joe-2228.txt item: #145 of 317 id: joe-2235 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 8783 flesch: 44 summary: Keywords: epistemological access, online teaching and learning, emergency remote teaching Bekker & Carrim: Education lecturers’ perceptions of organizing systematic online teaching . . . For epistemological access students need to be given ways of thinking about and working with knowledge within disciplines. keywords: access; assessment; content; courses; education; knowledge; learning; lecturers; online; students; teaching cache: joe-2235.pdf plain text: joe-2235.txt item: #146 of 317 id: joe-2243 author: None title: None date: 2015-02-02 words: 8217 flesch: 47 summary: Art education: a case of mistaken identity?. . . Art education: a case of mistaken identity?. . . keywords: aesthetic; art; art education; cassirer; cunliffe; curriculum; education; form; journal; kant; knowledge; pupils; social; understanding; work cache: joe-2243.pdf plain text: joe-2243.txt item: #147 of 317 id: joe-2251 author: None title: None date: 2015-02-09 words: 7478 flesch: 46 summary: Insulation from the business world (represented by a lack of practitioner involvement in the design and offering of courses) is likely to impact on the extent to which students gain familiarity not only with the contexts in which they are expected to be able to apply Marketing knowledge (as highlighted under Semantics), but also with the knower attributes and dispositions considered important for legitimate participation and success in the discipline, as embodied in such practitioners (and outlined under Specialisation). The implication of a knower code in Marketing is that educational practices in the discipline should give greater attention to specialising students’ Marketing identities in ways that are appropriate to the disciplinary Discourse, rather than to transmitting Marketing knowledge. keywords: access; density; discipline; education; field; journal; knowledge; lct; marketing; maton; students; theory cache: joe-2251.pdf plain text: joe-2251.txt item: #148 of 317 id: joe-2252 author: None title: None date: 2015-02-16 words: 6907 flesch: 41 summary: The aim of this component of the analysis was to highlight the gaps that exist between the kind of learner data that is currently collected in South Africa to monitor educational access and the kind that is required to assess meaningful access to education. The critique in the use of these data is threefold; first, that they are computed from inaccurate school data and second, that their conceptual basis stems from a structural approach to educational access that gives primacy to the onset or final phases of the schooling process (primary or secondary) rather than also to what not only happens during school but also in classrooms. keywords: access; data; education; gender; grade; group; learners; number; population; population group; school cache: joe-2252.pdf plain text: joe-2252.txt item: #149 of 317 id: joe-2253 author: None title: None date: 2015-02-16 words: 8314 flesch: 53 summary: Learners are sensitive to embarrassing and depressive situations, especially when these situations are carried out in front of other learners in class as indicated by the following remark by a participant: “Lecturer X likes making racist jokes which are directed at certain racial groups. This confirms the value of building humour capacity in nursing learners to use in their practice so as to improve the psychological well-being of patients. keywords: 2010; content; education; effects; environment; facilitate; humour; information; journal; learners; learning; nursing; participants; study; use cache: joe-2253.pdf plain text: joe-2253.txt item: #150 of 317 id: joe-2255 author: None title: None date: 2015-02-16 words: 5978 flesch: 39 summary: In relation to knowledge practices languages of legitimation are realised (in one dimension) as epistemic relations and social relations that constitute specialisation codes. 129 impact upon fields, focusing attention on knowledge as the medium of the educational message; on how knowledge practices themselves are structured. keywords: education; field; knowers; knowledge; language; lct; maton; practices; relations; semantic; social cache: joe-2255.pdf plain text: joe-2255.txt item: #151 of 317 id: joe-2256 author: None title: None date: 2012-08-07 words: 7035 flesch: 58 summary: The paper focuses on stories students told on one of the selected themes: cross racial mixing. The article examines stories students told on one of the selected themes: cross racial mixing. keywords: black; cross; indian; memories; mixing; people; race; stories; story; students cache: joe-2256.pdf plain text: joe-2256.txt item: #152 of 317 id: joe-2257 author: None title: None date: 2012-08-07 words: 7367 flesch: 61 summary: The violences of everyday life: the multiple forms and dynamics of social violence. Reflections on teaching social violence in an age of genocide and a time of war. keywords: boys; education; gender; girls; memories; nonviolence; pedagogy; people; study; use; violence; women; work cache: joe-2257.pdf plain text: joe-2257.txt item: #153 of 317 id: joe-2258 author: None title: None date: 2012-08-07 words: 6151 flesch: 57 summary: Contemptuousness from mathematics teachers can readily drive someone into math anxiety, I strongly suspect”. I will argue that written memory narratives can influence mathematics pedagogy in at least four ways, namely (a) laying the memories out for adult consideration and evaluation, (b) by providing specific background information on a cohort of students which can inform the selection of pedagogic practices, (c) by broadening the understanding of the work of mathematics teachers to include the development of positive attitudes to mathematics, and (d) by providing a methodology for use in mathematics education research. keywords: anxiety; education; future; literacy; mathematics; maths; memories; memory; module; school; teachers cache: joe-2258.pdf plain text: joe-2258.txt item: #154 of 317 id: joe-2259 author: None title: None date: 2012-08-07 words: 7666 flesch: 52 summary: However, in recent years, I consciously select particular personal memories in planning for teaching. Vignette 3: Sharing personal memories As a non-white male growing up under apartheid, I attended school in a homogenous Indian only school, and attended an Indian university. keywords: 2009; class; education; knowledge; memories; memory; pedagogy; resource; self; south; students; study; teacher; teaching cache: joe-2259.pdf plain text: joe-2259.txt item: #155 of 317 id: joe-2260 author: user title: STRUTTING AND FRETTING, A RETROSPECTIVE LOOK AT MY DRAMA PEDAGOGY date: 2012-08-07 words: 7445 flesch: 70 summary: Studying Teacher Education, 4(1): pp.17–28. My interest in drama was born in the so-called elocution lessons that were given at primary school by a visiting specialist speech and drama teacher. keywords: 2009; drama; education; interview; narrative; new; school; self; story; students; teacher; teaching; york cache: joe-2260.pdf plain text: joe-2260.txt item: #156 of 317 id: joe-2261 author: None title: None date: 2012-08-07 words: 5262 flesch: 58 summary: High school teachers’ were under tremendous pressure to produce a 100% pass rate in matric and this was normally enforced with brutal subjugation and an abnormally high drop-out rate, especially in standard 9 (grade 11). Her story from primary through to high school is reminiscent of my own. keywords: allender; education; experiences; learning; memory; mitchell; past; school; teachers; teaching cache: joe-2261.pdf plain text: joe-2261.txt item: #157 of 317 id: joe-2265 author: None title: None date: 2012-08-07 words: 7181 flesch: 75 summary: This can be seen through such stories as Zama’s story of spousal verbal and physical abuse (Zama, recorded conversation, 29 September, 2010). The article highlights that memories and stories are an integral part of our existence as they give meaning to our past and influence our future actions. keywords: education; journal; memory; participants; process; self; stories; story; study cache: joe-2265.pdf plain text: joe-2265.txt item: #158 of 317 id: joe-2267 author: None title: None date: 2014-02-24 words: 4151 flesch: 56 summary: Patti Silbert explores the issue of school learners often supporting a beating, rather than resisting. The first school (School 1) is 15kms outside Cape Town at the edge of a black township. keywords: community; education; explicit; knowledge; orientation; process; school cache: joe-2267.pdf plain text: joe-2267.txt item: #159 of 317 id: joe-2268 author: None title: None date: 2014-02-24 words: 7447 flesch: 49 summary: Of the cited examples Davis et al., (2007), Graven (2002), Morgan et al. (2002) and Parker’s (2006) work on maths teacher identity have been informed by Bernstein’s theory. Unveiling the South African official primary maths teacher pedagogic identity. keywords: bernstein; education; identities; identity; maths; morgan; pedagogic; primary; teacher; teaching; tests cache: joe-2268.pdf plain text: joe-2268.txt item: #160 of 317 id: joe-2269 author: None title: None date: 2014-02-24 words: 7224 flesch: 54 summary: While in formally white, middle class schools corporal punishment has effectively disappeared (Morrell, 2001) it continues to be enforced in a number of poor, working class schools across the country. This study emerged as part of a doctoral thesis (Silbert, 2012) which examines how the learner is imagined in neoliberal times in education policy discourse and school practice, and describes ways in which learners are able to enlist other discourses to resist interpolation. keywords: discourses; education; foucault; journal; power; punishment; school; south; students; subject; success; ubuntu cache: joe-2269.pdf plain text: joe-2269.txt item: #161 of 317 id: joe-2270 author: None title: None date: 2014-02-24 words: 6863 flesch: 46 summary: In this paper we argue that the emphasis on immersion in the site of practice as the gateway to an understanding of the practice of teaching rests on an overstated conception of tacit knowledge which misses the crux of professional knowledge. and/or by an overemphasis on tacit knowledge in claims that much of professional knowledge consists of modes of operations that cannot be made explicit by discursive means (Dreyfus, in Selinger, Dreyfus and Collins, 2007). keywords: carr; collins; education; knowledge; language; practice; tacit; teaching; theory; understanding; winch cache: joe-2270.pdf plain text: joe-2270.txt item: #162 of 317 id: joe-2271 author: None title: None date: 2014-02-24 words: 7812 flesch: 50 summary: Teacher expectations and student motivation. Teacher expectations and perceptions of student attributes: is there a relationship? keywords: cape; community; education; expectations; learners; order; orientation; outside; school; teachers cache: joe-2271.pdf plain text: joe-2271.txt item: #163 of 317 id: joe-2272 author: None title: None date: 2014-02-24 words: 8904 flesch: 41 summary: Pedagogy therefore always involves a capital alignment process between home or community and school or university, and in the case of this article the alignment practices between supervisors and thesis students. This involves not only Wayne Hugo’s call for awareness of epistemic induction into knowledge networks, but also simultaneous engagement with the personal subjective dimensions of thesis students as they engage in their thesis work. keywords: academic; data; education; engagement; knowledgeability; process; students; supervision; supervision process; thesis; thesis work; work cache: joe-2272.pdf plain text: joe-2272.txt item: #164 of 317 id: joe-2273 author: None title: None date: 2014-02-24 words: 6720 flesch: 48 summary: The first point we are trying to make is that while policies to prevent unfair discrimination are in place in the SA Schools Act, they do not preclude acts of exclusion from happening, as is perhaps, most evident in the acts of exclusion practised against pregnant school girls. Consequently, and in direct response to the growing number of pregnant school girls being turned away from schools, and perhaps even in recognising the glaring gap between policy and practice, the DoBE, in accordance with the Constitution, the SA Schools Act, and the Promotion of Equality and Prevention of Unfair Discrimination Act (No. 4 of 2000) developed the ‘Measures for the prevention and management of learner pregnancy’ (2007), which states that the pregnant school girl shall not be unfairly discriminated against. keywords: act; education; girls; inclusion; learners; pregnancy; religion; schools; south cache: joe-2273.pdf plain text: joe-2273.txt item: #165 of 317 id: joe-2274 author: None title: None date: 2014-02-24 words: 8265 flesch: 48 summary: This paper articulates an analytical framework for evaluating the knowledge structure of geography textbooks. Stradling (2001) developed four categories of analysis, of which the first deals with the evaluation of textbook content that includes questions on coverage, sequencing of curriculum, space allocation, the incorporation of multiple perspectives, cultural and regional identity and omissions. keywords: atmosphere; composition; curriculum; education; gasses; geography; knowledge; section; structure; students; terms; textbooks; weather cache: joe-2274.pdf plain text: joe-2274.txt item: #166 of 317 id: joe-2275 author: None title: None date: 2021-04-29 words: 6852 flesch: 49 summary: Hence a mathematics conceptual domain could be also be considered as one of the contextual domains of ML, where different contextual domains have different contextual resources. It is then argued that in order to fulfil the life-preparedness mandate of ML, the differential purposes of the mathematics and contextual domains needs to be acknowledged and the corresponding implications with respect to the nature of ML assessments needs to be considered by ML practitioners. keywords: bansilal; context; discourse; domain; education; learners; mathematics; resources; rules; use cache: joe-2275.pdf plain text: joe-2275.txt item: #167 of 317 id: joe-2284 author: None title: None date: 2013-07-10 words: 5375 flesch: 48 summary: Specialised knowledge in teacher education Above, we have discussed what we consider different aspects and domains of teacher knowledge, and claimed that it is the relations between these that teacher knowledge comes to life, so to speak, in terms of making informed professional judgments or inferences through drawing on specialised Editorial 11 knowledge. And as Ensor’s work on student teachers’ recontextualisation from teacher education to practice in school indicates, neither does propositional knowledge which is not linked to practice (Ensor, 2001). keywords: 2012; education; journal; knowledge; learning; mathematics; practice; teacher; teaching cache: joe-2284.pdf plain text: joe-2284.txt item: #168 of 317 id: joe-2286 author: a0026786 title: Draft1_13March_JA date: 2013-07-10 words: 10247 flesch: 61 summary: Briefly, in the 1980s and 1990s methods were geared towards uncovering mathematical knowledge for teaching through observations of teaching practice (e.g. Leinhardt and Smith, 1985), and/or exploring and describing teacher knowledge in task based interviews (e.g. Ma, 1999; Borko, Eisenhart, Brown, Underhill, Jones and Agard, 1992). Advanced mathematical knowledge in teaching practice: perceptions of secondary mathematics teachers. keywords: education; interview; items; knowledge; mathematics; pck; quadratic; scenario; teachers; teaching; use cache: joe-2286.pdf plain text: joe-2286.txt item: #169 of 317 id: joe-2292 author: None title: joe-2292 date: 2021-04-28 words: 4476 flesch: 45 summary: Unless we outline the specificities of vocational education and schooling we end up with yet another proposal to integrate education and training, this time on the terms of formal education rather than of training. At times it becomes clear that she is discussing the education system as a whole, at other times she is in fact discussing vocational education, and at other times she is discussing a specific variant of qualifications framework. keywords: allais; book; curriculum; education; frameworks; knowledge; qualifications; social cache: joe-2292.pdf plain text: joe-2292.txt item: #170 of 317 id: joe-2295 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 12793 flesch: 47 summary: In this review, the PD of teachers is understood to involve three interrelated moments: initial teacher education (ITE); continual professional development (CPD); and the induction period (Sayed & Bulgrin, 2020). Moreover, the COVID-19 pandemic emerged when many countries were unprepared to confront new changes since it disrupted all educational activities, including initial teacher education and professional teacher development. keywords: africa; countries; covid-19; crises; development; education; government; international; learning; pandemic; policy; responses; sayed; south; support; teachers; teaching; union cache: joe-2295.pdf plain text: joe-2295.txt item: #171 of 317 id: joe-2300 author: John title: Microsoft Word - b8500 Full Issue.docx date: 2021-12-09 words: 8936 flesch: 45 summary: Walton, E., & Rusznyak, L. (2020) Cumulative knowledge–building for inclusive education in initial teacher education. There is, however, an identified gap between policy ideals and enactment that is exacerbated by a lack of conceptual clarity regarding the nature of inclusive education and practice that is still viewed by many as being limited to considerations of special needs rather than broader considerations of diversity as well. keywords: content; education; inclusion; knowledge; learners; learning; needs; participants; students; teachers; teaching; thinking cache: joe-2300.pdf plain text: joe-2300.txt item: #172 of 317 id: joe-2301 author: None title: None date: 2013-07-10 words: 6360 flesch: 45 summary: Pedagogical content knowledge (PCK) of mathematics teachers In simple terms, Shulman (1986) defines pedagogical content knowledge as knowledge about “making content accessible”. How can pedagogical content knowledge and content knowledge of mathematics teachers be conceptualised? keywords: blum; coactiv; content; content knowledge; items; knowledge; krauss; mathematics; students; study; teachers cache: joe-2301.pdf plain text: joe-2301.txt item: #173 of 317 id: joe-2302 author: None title: None date: 2013-07-10 words: 7239 flesch: 44 summary: This finding suggests that a much higher level of cognition characterises student teaching that is recognised as being distinctive. 100 Journal of Education, No. 56, 2012 Table 1: Comparison of cognitive and performance dimensions of the criteria for assessing student teaching competence and with attributes of distinctive student teaching Pedagogical reasoning and action Given criteria for assessing competence (from Appendix A) Attributes of distinctive teaching (from Appendix B) COGNITIVE DIMENSION Comprehension · Degree of knowledge & insight into relevant subjects · Thorough knowledge of topics taught and how they relate to rest of curriculum · The 13 attributes of distinctive student teaching generated included both cognitive and performance aspects of student teaching. keywords: assessment; education; learners; learning; lesson; practice; reports; student; teacher; teaching cache: joe-2302.pdf plain text: joe-2302.txt item: #174 of 317 id: joe-2303 author: None title: None date: 2013-07-10 words: 7830 flesch: 54 summary: Number sense and teaching for number sense McIntosh, Reys and Reys’ (1992) widely cited paper describes number sense in terms of three key areas: knowledge and facility with numbers, knowledge and facility with operations, and applying this knowledge and facility with number and operations to a range of computational settings (p.4). We argue that these difficulties are linked to limited pedagogic content knowledge regarding number structure and its presentation to learners. keywords: abacus; actions; artifacts; counting; education; knowledge; learning; mathematics; number; structure; teachers; use cache: joe-2303.pdf plain text: joe-2303.txt item: #175 of 317 id: joe-2304 author: None title: None date: 2013-07-10 words: 7322 flesch: 53 summary: 123 Having looked at some research about teachers’ learning in their classrooms, I will now briefly discuss the framework of teacher knowledge that underpins this study. Framework The field of teacher knowledge is a vast one with many researchers generating descriptions and definitions which try to capture exactly the kind of knowledge that is needed to mediate learning in the classroom. keywords: education; knowledge; learners; learning; mathematics; research; teacher; teaching; thompson; understanding cache: joe-2304.pdf plain text: joe-2304.txt item: #176 of 317 id: joe-2305 author: None title: None date: 2013-07-10 words: 7701 flesch: 52 summary: A disjuncture was discerned between teacher knowledge and practical experiences of students from disadvantaged backgrounds. In other definitions, teacher knowledge is classified into elaborate categories that include a variety of domains such as subject matter/content, curriculum, pedagogy, contexts, learners, formal and material elements of teaching, etc. (see, for instance, Feiman-Nemser, 2001; Cochran- Smith and Lytle, 1999; Shulman, 1987). 140 Journal of Education, No. 56, 2012 keywords: content; domains; education; educators; knowledge; learners; learning; students; teacher; teaching; tep cache: joe-2305.pdf plain text: joe-2305.txt item: #177 of 317 id: joe-2306 author: None title: None date: 2013-07-10 words: 9656 flesch: 50 summary: Others are based on existing and widely accepted (though also widely contested) categorisations of teacher knowledge linked to statistical analysis of which teacher actions impact on learner performance. five knowledge domains: Contextual knowledge including knowledge of learners’ background; curriculum issues, including meta-questions regarding the nature of teacher knowledge and questions regarding the overall purposes and goals of education; content knowledge; PCK; and general pedagogical knowledge. keywords: content; courses; education; extent; journal; knowledge; learners; learning; mathematics; mathematics education; programme; south; students; study; teacher; teaching cache: joe-2306.pdf plain text: joe-2306.txt item: #178 of 317 id: joe-2317 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 8288 flesch: 52 summary: In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Keywords: schooling, school participation, migrant children, South Africa, language barriers, cultural diversity 144 Journal of Education, No. 86, 2022 Introduction A narrow, traditional conceptualisation of the word “schooling” is commonplace. keywords: africa; challenges; children; education; migrant; parents; participation; schooling; social; south; study; teachers cache: joe-2317.pdf plain text: joe-2317.txt item: #179 of 317 id: joe-2323 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 6972 flesch: 45 summary: The Gosling (2009) report on academic development centres in South Africa showed great differences in how academic development staff were appointed. In some universities, academic development staff are appointed on contract and in others, they are permanent; in some institutions, they are hired as academics and in others, they are designated as administrators or support staff. keywords: development; education; grant; learning; moyo; sense; skills; south; staff; student; tdg; teaching; university cache: joe-2323.pdf plain text: joe-2323.txt item: #180 of 317 id: joe-2338 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 7977 flesch: 48 summary: Inability to learn remotely and independently In responding to whether students would be able to learn using online and remote teaching methods, most (90%) of the lecturers surveyed were emphatic that TVET college students in their courses would not be able to navigate online content without substantive lecturer guidance, especially in the NC(V) programmes in which students were thought to be “too immature to take responsibility for their own learning” (Lecturer A9). Given the poor general schooling foundations that many TVET college students have experienced prior to attending college, lecturers perform an essential task in mediating learning content and more particularly in relation to introducing unfamiliar or new concepts. keywords: college; covid-19; education; face; learning; lecturers; online; pandemic; skills; south; students; teaching; time; training; tvet cache: joe-2338.pdf plain text: joe-2338.txt item: #181 of 317 id: joe-2369 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 9133 flesch: 44 summary: Keywords: skills planning, capability approach, human development, supply and demand Introduction There can be little disagreement that “a fundamental shift is taking place in the way we think about the future of work and its relationship to education, training and the labour market” (Brown, 2020, p. 491). Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from expanded public works programme studies. keywords: approach; capabilities; capability; capability approach; development; economy; education; human; nsps; planning; skills; social; training; work cache: joe-2369.pdf plain text: joe-2369.txt item: #182 of 317 id: joe-2377 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 6827 flesch: 46 summary: Teachers viewed these effects as negative and these perceived effects were prevalent amongst teachers in both affected regions. Microsoft Word - b86 Full Issue.docx Journal of Education, 2022 Issue 86, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i86a09 Online ISSN 2520-9868 Print ISSN 0259-479X Effects of armed conflicts on teaching and learning: Perspectives of secondary school teachers in Cameroon Michael Ntui Agbor Department of Educational Foundations Administration, Faculty of Education, University of Buea, Buea, Cameroon amntui@yahoo.com https://orcid.org/0000-0001-8228-6433 Mercy Aki Etta Department of Educational Foundations Administration, Faculty of Education, University of Buea, Buea, Cameroon etta.mercy@ubuea.cm https://orcid.org/0000-0001-8509-391X Hannah Mbua Etonde Regional Delegation, Secondary Education, Cameroon etonmbua@gmail.com keywords: cameroon; classroom; conflict; education; effects; findings; regions; teachers; teaching; west cache: joe-2377.pdf plain text: joe-2377.txt item: #183 of 317 id: joe-2379 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 8271 flesch: 47 summary: Examples of environmental factors that have been linked to executive function development include stress, nutrition, relationships with family members, and school education (Denhardt, 2017; Ji & Wang, 2018; Logue & Gould, 2014). Powerful about these outcomes is that they represent, as we shall see, the core elements of executive function. keywords: child; covid-19; development; education; environment; executive; factors; function; learning; social; teaching cache: joe-2379.pdf plain text: joe-2379.txt item: #184 of 317 id: joe-2385 author: None title: joe-2385 date: 2021-07-25 words: 5176 flesch: 47 summary: Several articles use concepts and analytic tools from Legitimation Code Theory (LCT)1, a multidimensional sociological approach that enables analysis and transformation of knowledge practices (Maton, 2014). Researching knowledge practices This Special Issue starts to fulfil the aims of the SIG in Knowledge-building in educational practices. keywords: building; education; issue; journal; knowledge; learning; novices; practice; research; students; teachers cache: joe-2385.pdf plain text: joe-2385.txt item: #185 of 317 id: joe-2388 author: John title: Microsoft Word - b8300 Final.docx date: 2021-07-25 words: 6718 flesch: 57 summary: Quyen and Khairani (2017) were of the opinion that teacher knowledge is the biggest factor in the implementation of any new curriculum. This process of research to which learners are exposed through project work will enhance knowledge-building in that learners will improve on their old knowledge and create new knowledge. keywords: building; clt; curriculum; education; knowledge; language; learners; learning; research; teachers; teaching; use cache: joe-2388.pdf plain text: joe-2388.txt item: #186 of 317 id: joe-2393 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 8121 flesch: 42 summary: The failure of ICT infrastructure and human resources to adapt teaching and learning models to e-learning modes has resulted in a grossly disproportionate access to education among university students. The use of ICT and its effect on university students’ wellbeing during COVID-19. keywords: covid-19; education; ict; infrastructure; learning; pandemic; students; study; universities; university cache: joe-2393.pdf plain text: joe-2393.txt item: #187 of 317 id: joe-2396 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 5897 flesch: 45 summary: We shed light on the role of digital technology in South African education, specifically in relation to current debates on higher education. We argue that a reflexive pedagogy-led response to digital technology holds promise for creating a systemic educational approach to promoting students’ critical epistemic engagement to enable them to secure viable futures. keywords: digital; ecologies; education; knowledge; learning; online; pandemic; pedagogy; students; teaching; technology cache: joe-2396.pdf plain text: joe-2396.txt item: #188 of 317 id: joe-2423 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 8152 flesch: 47 summary: It is not known if teacher educators can create meaningful, integrative lessons that enable PSTs to learn content and how to teach that content. In this paper, as an extension to the argument by Rusznyak and Bertram (2021) above, we argue that teacher educators should also integrate the teaching of content and methodology, by making explicit the classroom routines as well as the pedagogical reasoning behind the visible actions that they take when teaching PSTs. keywords: content; education; educator; knowledge; psts; reasoning; study; teacher; teacher educator; teaching cache: joe-2423.pdf plain text: joe-2423.txt item: #189 of 317 id: joe-2430 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 8570 flesch: 51 summary: Leaders with a commitment to inclusive values are likely to foster inclusive school cultures (Ainscow & Miles, 2008). Inclusive school culture as a support strategy Culture has been described as “the driving principles and values apparent in school operations,” which play a role in promoting change, shared decision-making, and learning (Deal & Peterson, 2016, p. 13). keywords: culture; education; journal; justice; leadership; learners; learning; policy; school; sias; smts; social; south; support; teachers cache: joe-2430.pdf plain text: joe-2430.txt item: #190 of 317 id: joe-2434 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 2791 flesch: 47 summary: How does the autonomy of professional teachers become reimagined in this new tradition of nonfictional real stories about the realities of teaching and learning under trying times? Book review 223 Jansen and Farmer-Philips's edited anthology expands the potential of stories by drawing not on imagined fictive spaces and personae but, instead, on sharing the lived experiences and reported emotional traumas and triumphs of teachers who had to negotiate sustaining schooling in the context of the rapidly changing social, health, and pedagogical landscape of the 2020–2021 COVID-19 pandemic. keywords: anthology; book; curriculum; departmental; pandemic; stories; teachers cache: joe-2434.pdf plain text: joe-2434.txt item: #191 of 317 id: joe-2443 author: John title: Microsoft Word - b87 Full Issue 14072022.docx date: 2022-07-14 words: 10983 flesch: 44 summary: What matters most for student assessment systems: A framework paper. While a critique of the swing towards a performance culture in higher education is offered, I also recognise that in the “pre-performative era, higher education assessment practice has not been without tensions as it relates to inherent power hierarchy in student-professor teaching and assessment enterprise (Lorente-Catalán & Kirk, 2014). keywords: access; africa; article; assessment; education; fairness; grange; justice; knowledge; learning; lines; postgraduate; practices; social; south; students; studies; teaching cache: joe-2443.pdf plain text: joe-2443.txt item: #192 of 317 id: joe-2469 author: John title: Microsoft Word - b87 Full Issue 14072022.docx date: 2022-07-14 words: 9703 flesch: 46 summary: Flórez Petour: Voice and voicelessness in the construction of assessment policies 117 Authors like Bowe et al. (1992) have provided a framework on how policy is conceptualised in neoliberal and market-oriented education systems, which could explain why the assumptions of result-oriented accountability policies are not met. Long-standing critical voices in the field of assessment policy have provided evidence about the disconnection between test-based accountability systems and the enhancement of pedagogy—despite this being an assumption in these systems. keywords: accountability; actors; analysis; assessment; construction; context; education; learning; policies; policy; results; school; simce; systems; teachers; texts cache: joe-2469.pdf plain text: joe-2469.txt item: #193 of 317 id: joe-2475 author: John title: Microsoft Word - c8900 Full Issue 12Dec.docx date: 2022-12-12 words: 7802 flesch: 50 summary: First, the correlation between the aspects of social factors and career decision making was calculated to determine the direction and magnitude of the linear relationships, as shown in Table 3. Because social variables account for just 72.2 percent of career decision-making, other factors, such as personal ones, could account for the remaining 27.8 percent of career decision making among learners. keywords: career; career decision; career information; education; factors; grade; influence; information; learners; making; peer; social; students; teacher cache: joe-2475.pdf plain text: joe-2475.txt item: #194 of 317 id: joe-2490 author: John title: Microsoft Word - b87 Full Issue 14072022.docx date: 2022-07-14 words: 9184 flesch: 60 summary: We expected a larger delta, with a greater proportion of second cycle students answering correctly, for items where calculator use would assist accuracy. Table 3 Colour coding scheme for delta ([average facility in second design cycle] keywords: assessment; course; design cycle; items; post; pre; students; test cache: joe-2490.pdf plain text: joe-2490.txt item: #195 of 317 id: joe-2504 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 3845 flesch: 34 summary: The issue concludes with an overview of the field of education scholarship on COVID-19 in South Africa and points to several research gaps that need to be addressed. These authors argue that policy realisation during the pandemic revealed sharp differences between rich and impoverished schools, with the former better prepared to realise the intention of policy since teachers’ ability to implement education policies was shaped by the contextual realities of the school in which they worked. keywords: articles; covid-19; education; issue; learning; pandemic; scholarship; south; teachers cache: joe-2504.pdf plain text: joe-2504.txt item: #196 of 317 id: joe-2505 author: John title: Microsoft Word - b8400 FullIssue.docx date: 2021-11-08 words: 10253 flesch: 44 summary: Rooted in a circumscribed imaginary of education crises, the future becomes one of education recovery, as captured in the urgent 10-point plan proposed by the World Bank (2021). In policy deliberations and choices about education, the striking issue that emerges is how the so-called solutions proposed not only reveal but also exacerbate education inequalities and render silent and absent a particular economic order being proposed (Chowdury & Jomo, 2020). keywords: africa; alternative; countries; covid-19; crisis; development; education; global; home; inequality; learning; new; pandemic; policy; school; social; south; system; techno; violence; world cache: joe-2505.pdf plain text: joe-2505.txt item: #197 of 317 id: joe-2516 author: John title: Microsoft Word - b87 Full Issue 14072022.docx date: 2022-07-14 words: 8765 flesch: 59 summary: To gain a better understanding of these problematic items, item curves were conducted. Research question One method to determine if there is item equivalence in the different versions is to perform item response theory analysis or Rasch analysis (cf. keywords: english; flowers; flowers item; grade; isizulu; item; languages; pirls; roux; south; students; text cache: joe-2516.pdf plain text: joe-2516.txt item: #198 of 317 id: joe-2518 author: John title: Microsoft Word - b86 Full Issue.docx date: 2022-03-28 words: 10188 flesch: 47 summary: Keywords: teacher agency, teacher voice, ethnodrama, methodological representation Appadoo-Ramsamy et al.: Introduction: Teacher agency under scrutiny Hearing teachers’ voices is a recurring interest in recent research literature. keywords: agency; analysis; data; education; ethnodrama; experiences; maya; participants; ramsamy; representation; research; school; spaces; study; teachers; voices cache: joe-2518.pdf plain text: joe-2518.txt item: #199 of 317 id: joe-2521 author: John title: Microsoft Word - c8900 Full Issue 12Dec.docx date: 2022-12-12 words: 7518 flesch: 53 summary: Resilience can also be considered an important resource, and the findings revealed that academics used resilience in this way. Atypicality, the third principle of Ungar’s (2011) resilience theory refers to the openness to processes that work for individuals but that are not usually identified as resilience. keywords: academics; education; individual; learning; online; research; resilience; students; study; support; teaching; university; wellbeing cache: joe-2521.pdf plain text: joe-2521.txt item: #200 of 317 id: joe-2533 author: John title: Microsoft Word - c8900 Full Issue 12Dec.docx date: 2022-12-12 words: 8950 flesch: 47 summary: What is needed is not only combining rigorous quantitative and qualitative research but, more importantly, combining conceptual and empirical research of concepts such as teaching-at- the-right-level, systematic teaching, teaching/learning-by-doing, etc., since this will assist in building education theory about teaching for teacher education research from RCT-based evaluations. Our argument is that these ideas about teaching are not new; they are debated by education researchers and because RCTs’ evaluation research does not provide empirical analysis of these ideas, it cannot be integrated by teacher educators and education researchers into knowledge about teaching and teacher education and development. keywords: development; education; evaluations; interventions; knowledge; learners; learning; rct; rcts; reading; research; south; teachers; teaching cache: joe-2533.pdf plain text: joe-2533.txt item: #201 of 317 id: joe-2534 author: John title: Microsoft Word - b87 Full Issue 14072022.docx date: 2022-07-14 words: 10095 flesch: 52 summary: UNESCO (2014) contended that many sub-Saharan countries, besides having to bring about change at the pre-service level, also face the dual task of training teachers who have not had any training, and improving the knowledge and skills of underqualified and inadequately trained teachers. Sustainability of teacher implementation of school-based mental health programs. keywords: assessment; cpd; development; education; implementation; learning; model; professional; programme; schools; subject; support; teachers; training; workshops cache: joe-2534.pdf plain text: joe-2534.txt item: #202 of 317 id: joe-2536 author: John title: Microsoft Word - c8900 Full Issue.docx date: 2022-12-13 words: 7958 flesch: 45 summary: Of course, it is unlikely that one will find many universities in the world where an institutional antagonism to the principles of academic freedom is openly and officially professed. http://dx.doi.org/10.17159/2520-9868/i89a10 Online ISSN 2520-9868 Print ISSN 0259-479X The place of teaching, learning and student development in a framework of academic freedom: keywords: academic; culture; development; education; freedom; learning; students; teaching; universities; university; ways cache: joe-2536.pdf plain text: joe-2536.txt item: #203 of 317 id: joe-2539 author: Bertram, Carol title: Editorial date: 2021-12-08 words: 2721 flesch: 45 summary: This report (released in June 2020), provides a peer-review of a number of education journals, based on the national editor’s code of best practice. There are eleven articles in this issue, spanning the fields of higher education, schooling, and vocational and teacher education. keywords: editorial; education; focus; journal; research; students; university cache: joe-2539.pdf plain text: joe-2539.txt item: #204 of 317 id: joe-2541 author: Seherrie, Aloysius Claudian; Mawela, Ailwei Solomon title: Life Orientation teachers' pedagogical content knowledge and skills in using a group investigation cooperative teaching approach date: 2022-12-14 words: 7858 flesch: 49 summary: Literature review Conceptualising SCK and PCK for LO Many scholars have made a distinction between and among content knowledge (CK), PCK, and GPK in the examination of teacher knowledge (Shulman, 1986, 1987). teacher knowledge is the knowledge you have learned at the college or university, experiences during practice teaching, and a real classroom environment. keywords: content; education; group; investigation; knowledge; learners; learning; pck; skills; subject; teachers; teaching cache: joe-2541.pdf plain text: joe-2541.txt item: #205 of 317 id: joe-2564 author: de Souza, Ben title: Reframing policy trajectory for inclusive education in Malawi date: 2022-10-07 words: 7680 flesch: 44 summary: The study involved a document review of inclusive education policies and strategies and in-depth semi-structured interviews with mainstream teachers at a secondary school in Malawi. Therefore, I argue that the framing of inclusive education policies and strategies ignores crucial interactive schooling systems such as the onto-pedagogical framings of mainstream teachers and specialists that shape pedagogy in the context of inclusivity. keywords: disabilities; education; education policy; learners; mainstream; malawi; national; policies; policy; study; systems; teachers cache: joe-2564.pdf plain text: joe-2564.txt item: #206 of 317 id: joe-2575 author: La Fleur, Jeanette; Dlamini, Reuben title: Towards learner-centric pedagogies: Technology-enhanced teaching and learning in the 21st century classroom date: 2022-10-07 words: 7393 flesch: 45 summary: Concerning teacher professional development, one of the priority goals stated in the Department of Basic Education’s Action Plan to 2019 focuses on “teacher capacity and professionalism” with the aim of improving “the professionalism, teaching skills, subject knowledge and computer literacy of teachers throughout their entire careers” (Department of Basic Education, 2015, p. 34). A blended approach has therefore been advanced as a viable model for teacher professional development (Owston et al., 2008). keywords: activities; development; education; knowledge; learning; professional; school; teachers; teaching; technologies; technology cache: joe-2575.pdf plain text: joe-2575.txt item: #207 of 317 id: joe-2603 author: Tunjera, Nyarai; Chigona, Agnes title: Improve pre-service teachers’ online learning attendance and accessibility through multiple platforms date: 2022-10-07 words: 4593 flesch: 50 summary: This unpreparedness was illuminated during the lockdown during which the teacher educators and pre-service teachers were not able to incorporate online learning platforms for effective teaching and learning. The strength of online learning platforms lies in the fact that teaching and learning can take place anytime and anywhere. keywords: access; attendance; learning; online; platforms; pre; service; students; teachers cache: joe-2603.pdf plain text: joe-2603.txt item: #208 of 317 id: joe-2620 author: Simmonds, Shan; Ajani, Oluwatoyin Ayodele title: Restorative learning for fostering a decolonised curriculum attuned to sustainable teacher education date: 2022-10-07 words: 7880 flesch: 45 summary: 20 years of higher education curriculum policy in South Africa. Sustainability higher education in the context of Bearn’s university of beauty. keywords: africa; curriculum; decolonisation; education; knowledge; learning; need; process; south; students; sustainability; university cache: joe-2620.pdf plain text: joe-2620.txt item: #209 of 317 id: joe-2625 author: D'amant, Antoinette title: Visual methodologies as effective tools in reflecting on aspects of identity as an educator for inclusion and social justice date: 2022-10-07 words: 8396 flesch: 44 summary: Keywords: self-reflexive methodology; visual methodology; educating for social justice; racial identity; challenging patriarchal articulations of professional identity in academia I realised that any investigation of my identity must necessarily explore my white body in terms of an historical ontology in which whites and blacks experienced vastly different histories with the latter enduring one of violence, oppression, and white power and world-making. keywords: artwork; aspects; education; feminine; identity; methodologies; need; power; social; white; whiteness cache: joe-2625.pdf plain text: joe-2625.txt item: #210 of 317 id: joe-2627 author: Jarvis, Janet; Mthiyane, Ncamisile title: Using empathetic-reflective-dialogical re-storying as a teaching-learning strategy to confront xenophobic attitudes in a context of higher education date: 2022-10-07 words: 8185 flesch: 51 summary: Xenophobia in the South African context tends to equate those they see as foreigners with African migrants, not with European or American immigrants. By considering these questions participants would be required to think about the phenomenon of xenophobia and why African migrants are othered and what the consequences are for these people. keywords: african; education; erdr; journal; learning; migrants; participants; people; research; self; south; storying; teaching; xenophobia cache: joe-2627.pdf plain text: joe-2627.txt item: #211 of 317 id: joe-2630 author: Haufiku, Kenneth D.; Grant, Carolyn (Callie); Kajee, Farhana Amod title: Towards inclusivity and sustainability in the leadership of an academic department in a South African university: A distributed perspective date: 2022-10-07 words: 8971 flesch: 49 summary: In direct contrast, distributed leadership has been applied non-normatively in the literature and is considered a research framework for conceptualising and analysing leadership practice (Harris & DeFlaminis, 2016; Torres, 2019). Keywords: Higher education, Head of department, Leadership and management, Distributed leadership, Inclusivity, Sustainability 88 Journal of Education, No. 88, 2022 Introduction Higher education leadership and management is an ambiguous and disputed practice (Sewerin & Holmberg, 2017). keywords: decision; department; education; fgi; hod; leadership; management; participant; practice; team; university cache: joe-2630.pdf plain text: joe-2630.txt item: #212 of 317 id: joe-2635 author: SENGAI, WALTER; Mokhele, Matseliso Lineo; Makumane, Makhulu A. title: Counting the costs: Exploring the effects of the Covid-19 pandemic in rural schools in Lesotho date: 2022-10-07 words: 7588 flesch: 54 summary: 2520-9868 Print ISSN 0259-479X Counting the costs: Exploring the effects of the Covid-19 pandemic in rural schools in Lesotho Walter Sengai Languages and Social Education Department (LASED), Faculty of Education, National University of Lesotho, Maseru, Lesotho waltersengai@gmail.com https://orcid.org/0000-0002-4817-5649 Matseliso Lineo Mokhele Research and Engaged Scholarship, Faculty of Education, University of the Free State, South Africa mokheleml@ufs.ac.za https://orcid.org/0000-0003-0003-9530 Makhulu A. Makumane Languages and Social Education Department (LASED), Faculty of Education, National University of Lesotho, Maseru, Lesotho makhulum@yahoo.co.uk https://orcid.org/0000-0001-7904-4177 (Received: 15 February 2022; accepted: 6 July 2022) Rural schools in developing countries, already reeling from extreme poverty and economic vulnerability, have borne the most severe brunt of the pandemic. keywords: children; closures; covid-19; education; effects; learners; learning; lesotho; online; pandemic; participants; schools; teachers; teaching cache: joe-2635.pdf plain text: joe-2635.txt item: #213 of 317 id: joe-2639 author: Dzinoreva, Tendayi; Mavunga, George title: Integrating ICTs into the Zimbabwean secondary school pre-service teachers’ curriculum date: 2022-10-07 words: 6821 flesch: 41 summary: An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe. For UNESCO (2018), The use of new technologies in education implies new teacher roles, new pedagogies and new approaches to teacher education. keywords: curriculum; education; ict; icts; integration; knowledge; learning; pre; school; service; teachers; teaching; technology cache: joe-2639.pdf plain text: joe-2639.txt item: #214 of 317 id: joe-2650 author: Rosenberg, Eureta title: Is education blithely producing unemployed graduates? A reflection based on a review of environmental skills initiatives (2016-2021) date: 2022-12-14 words: 9857 flesch: 44 summary: As a scholarly field, environmental education may well yield relevant contributions to long-standing deliberations on the relationship between employment and education (such as Allais, 2012) since it has consistently asked the question: What is education for? Many national policies make provision for environmental education and training, starting with the White Paper on Education and Training environmental education should be an integral part of education and training at all levels in the system. keywords: africa; biodiversity; development; economy; education; environment; graduates; green; learning; national; opportunities; review; rosenberg; skills; south; studies; training cache: joe-2650.pdf plain text: joe-2650.txt item: #215 of 317 id: joe-2655 author: Clarence, Sherran title: Understanding Higher Education: Alternative Perspectives (2021) by Chrissie Boughey and Sioux McKenna date: 2022-03-29 words: 1059 flesch: 33 summary: Microsoft Word - b86 Full Issue.docx Journal of Education, 2022 Issue 86, http://journals.ukzn.ac.za/index.php/joe Online ISSN 2520-9868 Print ISSN 0259-479X Book review Understanding Higher Education: Alternative Perspectives (2021) by Chrissie Boughey and Sioux McKenna (African Minds. ISBN: 9781928502210) Sherran Clarence Doctoral School and Research Operations, Nottingham Trent University, Nottingham, United Kingdom sherran.clarence@ntu.ac.uk https://orcid.org/0000-0003-2777-4420 (Received: 2 March 2022) Higher education globally faces multiple challenges from decreased state funding, through increased enrolments, to the growing diversity and changing needs of students and staff. keywords: education; students cache: joe-2655.pdf plain text: joe-2655.txt item: #216 of 317 id: joe-2681 author: Filita, Naledi; Jita, Thuthukile title: The use of information and communication technology in the teaching of Sesotho as a home language date: 2023-07-05 words: 5374 flesch: 56 summary: Teaching using ICT: A practical guide for secondary school teachers. First, we present findings concerning the availability of ICT resources in the schools that participated in the study and second, on teacher training on the use of ICTs in the teaching of Sesotho. keywords: ict; language; learning; schools; sesotho; study; teachers; teaching; use cache: joe-2681.pdf plain text: joe-2681.txt item: #217 of 317 id: joe-2685 author: Ramrathan, Labby title: Editorial date: 2022-03-29 words: 886 flesch: 29 summary: In the edition, there are articles that focus on teacher education, on school education, on higher education, and on regional and global issues that have relevance to South African education. Deidre Geduld and Heloise Sathorar’s paper on transforming teaching education calls for critical reflections on teacher education to engender innovative approaches. keywords: article; education; south cache: joe-2685.pdf plain text: joe-2685.txt item: #218 of 317 id: joe-2715 author: Mulaudzi, Mhofheni Abbie; Du Toit, Adri; Golightly, Aubrey title: Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process date: 2023-04-01 words: 8723 flesch: 46 summary: The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning. Flavian and Kass (2015) have stressed that students want to be viewed as partners and want to have a more active role in their own learning; hPBL could provide Technology student teachers with a voice by having them actively construct knowledge as part of their learning process. keywords: education; group; hpbl; journal; learning; members; problem; process; research; students; study; teachers; technology cache: joe-2715.pdf plain text: joe-2715.txt item: #219 of 317 id: joe-2717 author: Ngabaza, Sisa title: Parents resist sexuality education through digital activism date: 2022-12-14 words: 9089 flesch: 56 summary: Responding to parental objections to school sexuality education: A selection of 12 objections. 2520-9868 Print ISSN 0259-479X Parents resist sexuality education through digital activism Sisa Ngabaza Department of Women’s and Gender Studies, University of the Western Cape, Cape Town, South Africa sngabaza@uwc.ac.za https://orcid.org/ 0000-0003-4137-9566 (Received: 24 April 2022; accepted: 5 December 2022) keywords: africa; children; cse; discourses; education; journal; parents; people; resistance; schools; sexuality; sexuality education; south; teaching cache: joe-2717.pdf plain text: joe-2717.txt item: #220 of 317 id: joe-2751 author: Papageorgiou, Elmarie title: The The inclusion of critical thinking in an accounting curriculum: Students’ perceptions date: 2023-07-05 words: 9206 flesch: 46 summary: The main finding of this study was that most accounting students benefitted from the inclusion of critical thinking in the accounting curriculum, which created an awareness of critical thinking skills. Cunningham (2014) stated that accounting educators need to collaborate with other educators in teaching critical thinking skills because accountants value critical thinking differently from others in other disciplines. keywords: accounting; course; curriculum; education; inclusion; questions; skills; students; study; thinking; thinking skills; wave; year cache: joe-2751.pdf plain text: joe-2751.txt item: #221 of 317 id: joe-2757 author: Onwuegbuchulam, Sunday Paul C. title: Decolonisation, knowledge construction, and legitimation at African universities in the 21st century: Relevance of François Lyotard date: 2023-07-05 words: 7974 flesch: 44 summary: It argues for openness to subjectivity in the enterprise of knowledge construction, and for the integration and mainstreaming of African knowledge systems at African universities. Perhaps, to help us engage in this debate further and to present a base for the project of decolonising African knowledge systems against the backdrop of imperialist forms of knowledge inherited from colonialism, it is pertinent to look at François Lyotard’s thesis on the postmodern condition. keywords: african; construction; education; knowledge; knowledge construction; knowledge systems; legitimation; lyotard; science; social; systems; universities cache: joe-2757.pdf plain text: joe-2757.txt item: #222 of 317 id: joe-2814 author: Kanjee, Anil; Roberts, Nicky; Sadeck, Osman; Ramollo, Jeanette title: Entrenching performativity or enhancing pedagogy: Addressing the challenge of assessment policy and practice date: 2022-07-15 words: 10070 flesch: 31 summary: Entrenching performativity or enhancing pedagogy 5 assessment, teacher assessment, systems assessment, and so forth. Abstract The focus of the South African Education Research Association’s Assessment and Testing Special Interest Group (SIG) is to contribute to current initiatives and debates pertaining to the development and implementation of assessment systems for improving learning and teaching. keywords: assessment; assessment system; education; impact; learners; learning; national; practices; school; south; students; system; teachers; teaching; use cache: joe-2814.pdf plain text: joe-2814.txt item: #223 of 317 id: joe-2822 author: Roberts, Nicky; Mort, Thelma title: Designing an English language and literacies knowledge and skills test for ITE students in South Africa date: 2023-04-01 words: 7553 flesch: 49 summary: This is indeed one of the ways in which responsivity can be enabled by making use of the test data; one of the exciting features of the testing is that it offers the opportunity for real and efficient changes to be made to curricula on ITE courses that should improve language teacher standards in ITE, and ultimately standards in schools. In 2021, after a critical review of these English language assessments, a process of test redesigning that also provides professional development opportunities for language teacher educators, was initiated. keywords: african; education; english; knowledge; language; literacies; primted; skills; south; student; teacher; teaching; test cache: joe-2822.pdf plain text: joe-2822.txt item: #224 of 317 id: joe-2826 author: Maistry, Suriamurthee Moonsamy title: Towards an integrative Philosophy of Education: The contemplative case of Economic Education date: 2023-04-01 words: 8213 flesch: 48 summary: 50 Journal of Education, No. 90, 2023 There is anecdotal evidence of a transfer blockage that teacher education students encounter in extending or applying basic philosophy from general educational courses to the teaching methodology courses in their programmes. There is also limited knowledge of the extent to which pedagogy teachers (myself included) undertake to collaborate with philosophy of education teachers. keywords: assemblage; course; curriculum; economics; education; knowledge; learning; pedagogy; philosophy; school; self; students; study; teacher; teacher education; teaching cache: joe-2826.pdf plain text: joe-2826.txt item: #225 of 317 id: joe-2847 author: Mashau, Nkhngweni Lawrence title: An empirical analysis of the impact of mobile instant messaging for collaborative learning during the Covid-19 lockdown in a rural-based university date: 2023-07-05 words: 4369 flesch: 43 summary: Social flow in collaborative mobile learning. Microsoft Word - b91 Full Issue.docx Journal of Education, 2023 Issue 91, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i91a09 Online ISSN 2520-9868 Print ISSN 0259-479X An empirical analysis of the impact of mobile instant messaging for collaborative learning during the Covid-19 lockdown in a rural-based university Nkhangweni Lawrence Mashau Department of Business Information Systems, Faculty of Management, Commerce and Law, University of Venda, Thohoyandou, South Africa lawrence.mashau@univen.ac.za https://orcid.org/0000-0002-2731-5462 (Received: 28 July 2022; accepted: 8 May 2023) keywords: impact; information; learning; messaging; mim; quality; rural; students; use cache: joe-2847.pdf plain text: joe-2847.txt item: #226 of 317 id: joe-2849 author: Pennefather, Jane title: Student teacher learning in rural contexts: Challenges and opportunities date: 2023-04-01 words: 10427 flesch: 51 summary: Theoretical framework By considering the complex nature of learning how to teach and, in particular, learning how to teach in a challenging context, in this article I draw on a number of perspectives to understand student teacher learning. In considering how student teachers might be prepared to teach effectively in deeply rural circumstances, with its challenges and opportunities, my objectives are to understand the complexity of the process of what student teachers learned and how they learned in this context. keywords: context; education; knowledge; learners; learning; practice; student; student teachers; teacher; teaching; understanding; university cache: joe-2849.pdf plain text: joe-2849.txt item: #227 of 317 id: joe-2853 author: Ajayi, Eyitayo Julius title: Analysing the curriculum philosophy of equipping learners with values, and its conceptualisation for integration into life sciences teaching in South African schools date: 2023-07-05 words: 8148 flesch: 50 summary: The “ought”-dimension in value theory: The concept of the desirable in John Dewey’s definition of value and its significance for the social sciences. Conflict and complexity in value theory. keywords: classroom; curriculum; curriculum philosophy; education; equipping; journal; learners; life; ncs; philosophy; sciences; south; teaching; values cache: joe-2853.pdf plain text: joe-2853.txt item: #228 of 317 id: joe-2871 author: Janak, Raksha; Bhana, Deevia; Govender, Naresa title: A new feminist materialist analysis of girls and the sexual violence assemblage date: 2022-12-14 words: 7859 flesch: 51 summary: Additionally, girls like Kanyo showed resistance through developing their own strategies by walking in groups with other girls to mitigate the risks associated with sexual violence and thus prevent possible harm. Some girls they don’t do anything, other girls push the boys away and say, ‘Go away! keywords: assemblage; boys; capacities; cultural; education; gender; girls; norms; power; school; south; violence cache: joe-2871.pdf plain text: joe-2871.txt item: #229 of 317 id: joe-2884 author: Nkealah, Naomi; Simango, John title: Using critical pedagogy in English education: Disjunctures between pre-service teachers’ preparation and opportunities for implementation date: 2023-04-01 words: 8105 flesch: 45 summary: By creating the opportunity to use such critical pedagogy approaches in the English classroom, teachers could possibly collapse the CAPS- enforced binary between critical reading and literary interpretation. Nkealah & Simango: Using critical pedagogy in English education 79 Preparation vs opportunity: Critical pedagogy and learning to teach We established earlier that teacher preparation to practise critical pedagogy is ensured by the work of teacher educators whose curriculum design is underpinned by critical pedagogy principles. Yet, critical teachers will always need to have difficult conversations with learners in the English classroom. keywords: classroom; education; english; language; learners; learning; pedagogy; pre; south; students; teachers; teaching cache: joe-2884.pdf plain text: joe-2884.txt item: #230 of 317 id: joe-2887 author: Andrason, Alexander; van den Brink, Jessica title: Publishing (mal)practices and their (re)colonising effects: Double affiliations in academic publishing date: 2023-07-05 words: 10256 flesch: 45 summary: Keywords: publication subsidy, double/multiple affiliation, research output, de-/re-colonisation, tertiary education, South Africa Introduction The South African subsidy system (SASS), which was created to enhance research done by and at South African academic institutions, has been a controversial issue since its origin. The above- mentioned decreasing tendency in research output observed at the end of the 20th century and beginning of the 21st was thus not only stopped but effectively reversed (Woodiwiss, 2012). keywords: african; education; et al; fellows; global; journal; output; professors; research; research output; south cache: joe-2887.pdf plain text: joe-2887.txt item: #231 of 317 id: joe-2892 author: Mahoso, Thaddeus; Finestone, Michelle title: Teachers’ perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe date: 2023-07-05 words: 7372 flesch: 56 summary: The information above indicates what the teachers perceived as the merits of teaching CSE to early grade children, namely, helping to control child sexual abuse which culminates in minimising the contraction of sexually transmitted infections among early grade children. This envisioned function of CSE to early grade children is crucial because some victims of child sexual abuse in Zimbabwe do not report it because of a lack of communication skills (Maviya, 2019). keywords: abuse; children; cse; education; grades; parents; sexuality; study; teachers; teaching; zimbabwe cache: joe-2892.pdf plain text: joe-2892.txt item: #232 of 317 id: joe-2903 author: Buccus, Imraan; Potgieter, Cheryl title: “In the trenches”: South African vice-chancellors leading transformation in times of change date: 2023-07-05 words: 9171 flesch: 48 summary: In this regard, university leadership around its core goals and challenges remains an important area of research. Even though the overriding context is that university leadership is undertaken in a neo-liberal context, this paper looks at how leaders of universities make sense of their experience in leading for change and transformation and what their actual experiences, as articulated by them, have been. keywords: africa; change; culture; education; goals; leadership; research; social; south; tfl; transformation; university; vcs cache: joe-2903.pdf plain text: joe-2903.txt item: #233 of 317 id: joe-2937 author: Carrim, Nazir; Moosa, Moeniera; Mathebula, Thokozani title: Editorial date: 2022-10-07 words: 942 flesch: 23 summary: These articles, in showing the range of complex issues with which we need to be engaged, deal with policy, curriculum, methodology, leadership, self-reflection, polarisation, and pre-service teacher education as well as the use of digital technologies in education. De Souza focuses on inclusive education in Malawi and reminds us that it is also the level of policy and policy frameworks that need to be revisited. keywords: africa; education cache: joe-2937.pdf plain text: joe-2937.txt item: #234 of 317 id: joe-2939 author: Bhurekeni, John title: Teaching and Learning for Change: Education and Sustainability in South Africa (2021) edited by Ingrid Schudel, Zintle Songqwaru, Sirkka Tshiningayamwe and Heila Lotz-Sisitka date: 2022-10-07 words: 1557 flesch: 37 summary: [Teaching] for Change Bhurekeni: Book review 163 teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www.sustainabilityteachers.org/course)” Environment and sustainability education in a changing South Africa: A critical historical analysis of outline schemes for defining and guiding learning interactions. keywords: education; learning; section; teacher cache: joe-2939.pdf plain text: joe-2939.txt item: #235 of 317 id: joe-2941 author: Fitzgerald, Angela; Goff, Wendy; White, Simone title: The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators date: 2023-04-01 words: 7914 flesch: 47 summary: The dilemmas inherent in curriculum design 111 are the dilemmas of curriculum design in teacher education, and how do teacher educators position themselves in relation to these dilemmas?” We focus on the notion of dilemma since it allows us, as teacher educators, to problematise curriculum design in teacher education and to consider areas ripe for improvement and innovation. keywords: classroom; curriculum; design; dilemmas; education; educators; ite; practice; research; school; teacher; teacher education; teaching cache: joe-2941.pdf plain text: joe-2941.txt item: #236 of 317 id: joe-2955 author: Gamble, Jeanne; Hewlett, Lynn title: In search of teacher professionalism: TVET teachers’ “dual narrative” of professionalism date: 2022-12-14 words: 8497 flesch: 43 summary: Despite policy confidence in TVET teacher professionalism, a required or demanded professionalism is not considered to be the same as an enacted professionalism (Evans, 2008). In search of teacher professionalism: TVET teachers’ “dual narrative” of professionalism Jeanne Gamble School of Education, University of Cape Town, Cape Town, South Africa jeanne.gamble@uct.ac.za https://orcid.org/0000-0001-9232-3074 Lynn Hewlett School of Education, University of the Witwatersrand, Johannesburg, South Africa lynn.hewlett@wits.ac.za https://orcid.org/0000-0001-9931-7806 (Received: 15 October 2022; accepted: 29 November 2022) keywords: business; college; education; engineering; journal; logic; nc(v; professionalism; south; students; studies; survey; teachers; teaching; training; tvet; work cache: joe-2955.pdf plain text: joe-2955.txt item: #237 of 317 id: joe-3012 author: Cooper, Adam; Mtawa, Ntimi title: Comment on Yunus Ballim’s “The place of teaching, learning and student development in a framework of academic freedom: Attending to the negative freedoms of our students” date: 2022-12-14 words: 2626 flesch: 39 summary: University-student interactions indicate that universities have a porous relationship with society, and we believe that theorising negative academic freedom should include ideas about how the kinds of freedoms universities aspire to promulgate are enhanced and also inhibited by the broader society. In the light of these events, would it be possible to understand negative academic freedom as a co-constructed set of relations, rather than as a benevolent force that institutions may use, somewhat paternalistically, to protect students from harm? keywords: ballim; freedom; students; universities; university cache: joe-3012.pdf plain text: joe-3012.txt item: #238 of 317 id: joe-3069 author: Ramrathan, Labby title: Editorial date: 2022-12-14 words: 1089 flesch: 33 summary: There are articles that focus on topics like teaching, learning, and assessments, links between education and the world of work, sexuality education, teacher education, and one on a dedicated lecture on academic freedom along with a comment on it. This issue closes with articles that focus on higher education. keywords: academic; education; journal cache: joe-3069.pdf plain text: joe-3069.txt item: #239 of 317 id: joe-3105 author: Ubisi, Lindokuhle title: A literature review of South African schools for the blind and their use of educational sexual models in comprehensive sexuality education date: 2023-07-05 words: 6438 flesch: 53 summary: Selection/inclusion criteria The publications that were selected for analysis and discussion had to have discussed perceptions of teachers of LVIs (experiences, beliefs, practices, tensions, and challenges) as well as training and exposure through teacher education in utilising ESMs during CSE lessons. This may be due to other factors such as limitations in teacher education, parental censorship, as well as the cost of ESMs. keywords: children; cse; education; esms; learners; lvis; sexuality; south; teachers cache: joe-3105.pdf plain text: joe-3105.txt item: #240 of 317 id: joe-3162 author: Guthrie, Gerard title: Shadow Education in Africa: Private Supplementary Tutoring and its Policy Implications (2021) by Mark Bray date: 2023-07-05 words: 4351 flesch: 43 summary: Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies. Shadow education is an apt metaphor for an often unclearly demarcated area where economic and social pressures for high-stakes examination success influence parents to take greater control over the educational process by paying for extra tutoring for their children. keywords: africa; bray; countries; education; exams; shadow; shadow education; students; teachers; tutoring cache: joe-3162.pdf plain text: joe-3162.txt item: #241 of 317 id: joe-3225 author: Rusznyak, Lee; Robinson, Maureen; Sathorar, Heloise; Luckay, Melanie title: The complexities of learning to teach: Advancing the debates date: 2023-04-01 words: 4148 flesch: 36 summary: A research-led approach to teacher education has been advanced through the establishment and activities of the Unesco Chair in Teacher Education for Diversity and Development 1 as well as a South African Research Chair Initiative in Teacher Education. The complexities of learning to teach: Advancing the debates This special issue was motivated by a need to respond to two discourses on teacher education that have recently become prevalent in South Africa. keywords: education; knowledge; learning; practices; research; rusznyak; south; teacher; teacher education; teaching cache: joe-3225.pdf plain text: joe-3225.txt item: #242 of 317 id: joe-3321 author: Ramrathan, Labby title: Editorial date: 2023-07-05 words: 793 flesch: 27 summary: “A literature review of South African schools for the blind and their use of educational sexual models in comprehensive sexuality education” extends the scholarship of sexuality education in the school education system. Continuing with school education curricula, the article on “Analysing the curriculum philosophy of equipping learners with values, and its conceptualisation for integration into life sciences teaching in South African schools” explores curriculum policy statements specifically relating to values, and how these values could find expression in the learning and teaching of subjects like life sciences. keywords: education; learning; teaching cache: joe-3321.pdf plain text: joe-3321.txt item: #243 of 317 id: joe-379 author: Lange, Lis title: 20 Years of higher education curriculum policy in South Africa date: 2017-09-21 words: 9472 flesch: 50 summary: It was not enough to increase the access of black students to higher education (the focus of the first period of policy development) if Lange: 20 years of higher education curriculum policy. . . It includes conflicting traditions, research Lange: 20 years of higher education curriculum policy. . . keywords: academic; africa; curriculum; development; education; education curriculum; education policy; knowledge; nqf; policy; quality; south; students; teaching; transformation; university cache: joe-379.pdf plain text: joe-379.txt item: #244 of 317 id: joe-380 author: Sayed, Yusuf; Motala, Shireen; Hoffman, Nimi title: Decolonising initial teacher education in South African universities: More than an event date: 2017-09-21 words: 9826 flesch: 51 summary: Defining decolonisation as a process of expanding imaginations, and drawing on a metaanalysis of teacher education curricula, and interviews with teacher education lecturers, at five South African universities, the paper examines the kinds of intellectuals and intellectual debates to which student teachers are being exposed, how teacher educators understand the factors underlying their curriculum decisions, and the broader institutional and policy dynamics that impact on efforts to rethink curricula. The second section presents the results from a meta-analysis of teacher education curricula at five South African universities, concentrating on the kinds of intellectuals and intellectual debates to which student teachers are being exposed. keywords: african; authors; curriculum; decolonisation; education; intellectual; journal; lecturers; sayed; south; student; teacher; teacher education; universities; university cache: joe-380.pdf plain text: joe-380.txt item: #245 of 317 id: joe-381 author: Leibowitz, Brenda title: Cognitive justice and the higher education curriculum date: 2017-09-21 words: 6638 flesch: 54 summary: The idea that knowledges and knowledge practices are intimately bound up with people’s cultures, practices and cosmologies (De Sousa Santos, 2014, Visvanathan, 2016) is important in the light of the limitations to the current logics that were discussed in the first part of this article. This has important ramifications for learning, as this leads to an important question: if one is not a participant within knowledge practices where particular knowledge forms were generated, how best does one acquire this knowledge? keywords: african; curriculum; education; justice; knowledge; learning; social; south; teaching; thinking; university cache: joe-381.pdf plain text: joe-381.txt item: #246 of 317 id: joe-383 author: Nyamupangedengu, Eunice title: Investigating factors that impact the success of students in a Higher Education classroom: a case study date: 2017-09-21 words: 6568 flesch: 56 summary: Students’ utterances above show that providing students with the T/L materials in advance, enabled them to prepare for lectures and to engage with the T/L materials both before and after the lectures. Good lecture notes The expectation from students of being given prepared notes reflects student under preparedness. keywords: access; course; education; expectations; learning; students; study; success; teaching cache: joe-383.pdf plain text: joe-383.txt item: #247 of 317 id: joe-384 author: Mngomezulu, Samukelisiwe; Dhunpath, Rubby; Munro, Nicholas title: Does financial assistance undermine academic success? Experiences of ‘at risk’ students in a South African university date: 2017-09-21 words: 6156 flesch: 45 summary: In the context of student financial assistance, discourses on how families conceive of ‘income’ and their notions of budgeting, has implications for how such income is disbursed among the extended family. From ‘financial considerations’ to ‘poverty’: Towards a reconceptualization of the role of finances in higher education student drop out. keywords: assistance; education; families; family; funding; money; skills; south; students; study; success; university cache: joe-384.pdf plain text: joe-384.txt item: #248 of 317 id: joe-385 author: Dominguez-Whitehead, Yasmine title: Food and housing challenges: (Re)framing exclusion in higher education date: 2017-09-21 words: 7132 flesch: 46 summary: 151 provide a critical examination of the core features of selected institutional responses to food and housing challenges in higher education in South Africa. Food and housing challenges in South African higher education While food and housing are essential resources for academic success, they are often overlooked and assumed to be resources that higher education students will automatically be able to access. However, less is known about the food acquisition struggles of higher education students and the ramifications of this. keywords: access; african; challenges; education; exclusion; food; housing; housing challenges; journal; lack; south; students; university cache: joe-385.pdf plain text: joe-385.txt item: #249 of 317 id: joe-386 author: Jansen, Jonathan; Motala, Shireen title: Introduction – Part I Curriculum stasis, funding and the ‘decolonial turn’ in universities – inclusion and exclusion in higher education in South Africa date: 2017-09-21 words: 453 flesch: 32 summary: Introduction – Part I Curriculum stasis, funding and the ‘decolonial turn’ in universities – inclusion and exclusion in higher education in South Africa Jonathan Jansen and Shireen Motala The crisis faced by higher education systems and institutions across the world is urgent. In fact the macro economic framework for education funding has itself come under increasing scrutiny, as has the unresolved matter of institutional differentiation. keywords: education; knowledge cache: joe-386.pdf plain text: joe-386.txt item: #250 of 317 id: joe-387 author: Jansen, Jonathan title: Introduction – Part II Decolonising the university curriculum given a dysfunctional school system? date: 2017-09-21 words: 4394 flesch: 50 summary: To change the curriculum requires a political will at the centre of the university system to 12 Journal of Education, No. 68, 2017 drive deep change even if only at the level of content; that is, changes in the representation of curriculum knowledge towards an Africa-centered knowledge system. What is the significance of the call for the decolonisation of curriculum? keywords: african; change; curriculum; decolonisation; education; jansen; knowledge; south; students; universities; university cache: joe-387.pdf plain text: joe-387.txt item: #251 of 317 id: joe-389 author: Motala, Shireen title: Introduction - Part III Achieving ‘free education’ for the poor – a realisable goal in 2018? date: 2017-09-21 words: 5102 flesch: 50 summary: As a percentage of GDP, higher education funding decreased to 0.67% in 2015. Such an approach, which concentrates on the structural aspects of inequality and uses tax revenues for the purpose of higher education funding, is preferable to the idea of a differentiated approach to the ‘rich’ and ‘poor’. keywords: africa; development; education; equity; funding; journal; motala; returns; south; students; system cache: joe-389.pdf plain text: joe-389.txt item: #252 of 317 id: joe-395 author: Botha, Louis Royce title: Developing epistemologically diverse learning frameworks date: 2018-12-18 words: 8236 flesch: 39 summary: Kaya, H. O., & Seleti, Y. N. (2014) African indigenous knowledge systems and relevance of higher education in South Africa. In the case of South Africa, this discourse also clearly undermines the fundamental social justice efforts undertaken to redress apartheid oppression and to rehumanize black South Africans through recentering indigenous knowledge (culture, language, ritual) as a valuable component of the fabric of society. keywords: activity; african; contradictions; education; engeström; knowledge; learning; making; model; new; process; south; system cache: joe-395.pdf plain text: joe-395.txt item: #253 of 317 id: joe-416 author: Ellery, Karen title: Legitimation of knowers for access in science date: 2018-07-01 words: 6657 flesch: 48 summary: Since being both kinds of knowers is necessary for access to powerful science knowledge, and home and educational contexts of certain groups of students are better in terms of enabling science knowers and learners than others, it is argued from a social justice perspective that science (and other) curricula account for knower attributes in enabling access for success for all students. In this regard it employs the conceptual and analytical tools developed by sociologists of education Bernstein (2000) and Maton (2014) to address the question of how and why student knower attributes (disposition/s, value/s, and gaze/s) are valued or legitimated in a higher education science foundation course. keywords: access; context; education; gaze; knower; knowledge; learning; practices; science; staff; students cache: joe-416.pdf plain text: joe-416.txt item: #254 of 317 id: joe-422 author: Brennan, Marie title: Struggles for teacher education in the age of the anthropocene date: 2017-10-20 words: 8610 flesch: 46 summary: Journal of Education, 2017 Issue 69, http://joe.ukzn.ac.za Struggles for teacher education in the age of the anthropocene Marie Brennan (Received 22 May 2017; accepted 20 July 2017) Abstract Major shifts in the world ‘order’ – especially the urgency of climate change and biosphere destruction – pose challenges for education which require significant changes of practice in schools and universities, and thus to teacher education. Brennan: Struggles for teacher education. . . keywords: action; anthropocene; capitalism; climate; education; global; human; issues; knowledge; need; new; planet; teacher; teacher education; work; world cache: joe-422.pdf plain text: joe-422.txt item: #255 of 317 id: joe-425 author: Tabulawa, Richard title: Interdisciplinarity, neoliberalism and academic identities: date: 2017-10-20 words: 10972 flesch: 40 summary: Although they had a broader vision for university education, the two strategic plans had as their motif, the tightening of the ‘education-economy nexus’. Note the emphasis on an instrumentalist view of research knowledge in the URS: ‘impact’, ‘public benefits’, ‘innovation’ and ‘application’. keywords: academics; botswana; development; disciplines; economy; education; interdisciplinarity; journal; knowledge; market; neoliberalism; research; social; society; state; tabulawa; universities; university cache: joe-425.pdf plain text: joe-425.txt item: #256 of 317 id: joe-426 author: Zipin, Lew title: Pursuing a problematic-based curriculum approach for the sake of date: 2017-10-20 words: 9115 flesch: 45 summary: Debating the warrants for curriculum knowledge selection. And more equal distribution of knowledge powers will help towards Zipin: keywords: approach; curriculum; education; everyday; justice; knowledge; life; power; problems; school; social; stengers; students; work; zipin cache: joe-426.pdf plain text: joe-426.txt item: #257 of 317 id: joe-428 author: Noor Davids, Mogamat title: Using memory work as a decolonising pedagogy in a study on District Six’s forced removal history: a case for epistemic justice date: 2017-10-20 words: 8928 flesch: 53 summary: After this introductory section, the article unfolds as follows: a methodological note; District Six forced removals as site ontology; towards a conceptual model for emancipatory memory work; findings of the study: ‘post-abyssal historical knowledge’; and in conclusion, some suggestions are presented on curriculum integration of forced removals and memory work with reference to the Curriculum and Assessment Policy Statement (CAPS). Unlike some sceptics of memory work who claim that a memory proposition is not verifiable (Bernecker, 2010) this article argues that emancipatory memory work can be employed as a knowledge generating source by excavating memories as tacit knowledge, as explained in the methodological and theoretical sections earlier. keywords: apartheid; community; district; education; focus; group; history; knowledge; learners; memory; memory work; past; removals; south; study; work cache: joe-428.pdf plain text: joe-428.txt item: #258 of 317 id: joe-429 author: Murris, Karin title: Reconfiguring educational relationality in education: the educator as pregnant stingray date: 2017-10-20 words: 7967 flesch: 50 summary: The future of teacher education: Evidence, competence or wisdom? Reconfiguring education relationality. . . keywords: barad; biesta; education; educator; human; knowledge; new; posthuman; relationality; self; stingray; subject; teacher cache: joe-429.pdf plain text: joe-429.txt item: #259 of 317 id: joe-430 author: Reed, Yvonne title: Becoming a teacher in Australia: reflections on ‘the resilience factor’ in teacher professional development and teacher retention in the 1940s and at the beginning of the twenty-first century date: 2017-10-20 words: 9401 flesch: 51 summary: The textual analysis consists of a critical discourse analysis of extracts from both the Handbook and the notebook, together with a content analysis of the curriculum for primary school teacher education. With the possible exception of the final category of ‘self-knowledge’, each of these categories is accommodated in Grossman’s (1990) four domains of teacher knowledge, summarised by Rusznyak and Bertram: keywords: career; children; curriculum; education; ewing; iris; knowledge; learners; lessons; resilience; school; student; teacher; teacher education; teaching cache: joe-430.pdf plain text: joe-430.txt item: #260 of 317 id: joe-431 author: Mestry, Raj title: Principals’ perspectives and experiences of their instructional leadership functions to enhance learner achievement in public schools date: 2017-10-20 words: 7506 flesch: 44 summary: However, it is imperative for school principals to accentuate their role as instructional leaders by emphasising best teaching practices and keeping their schools focused on curriculum, teaching, and assessment to meet learner needs and enhance learner achievement. Kallaway (2009) found that instructional leadership of school principals has been completely disregarded. keywords: development; education; functions; journal; leadership; learner; learning; management; principals; programmes; role; school; teachers; teaching cache: joe-431.pdf plain text: joe-431.txt item: #261 of 317 id: joe-432 author: Kwenda, Chiwimbiso; Adendorff, Stanley; Mosito, Cina title: Student-teachers’ understanding of the role of theory in their practice date: 2017-10-20 words: 7658 flesch: 55 summary: The aim was to establish how student teachers think about theory in their teaching. The aim of this study as stated earlier primarily is to gauge student teachers’ understanding of how they perceive the relation between theory and practice through guided reflection. keywords: education; learning; practice; reflection; student; student teachers; teachers; teaching; theory; understanding; way cache: joe-432.pdf plain text: joe-432.txt item: #262 of 317 id: joe-433 author: Pather, Subethra; Norodien-Fataar, Najwa; Cupido, Xena; Mkonto, Nosisana title: First year students’ experience of access and engagement at a University date: 2017-10-20 words: 7170 flesch: 46 summary: While Tinto’s model of integration provided a scope to be more descriptive in analysis of student engagement, Leach and Zepke’s (2011) conceptual organiser allowed an enhanced understanding of the nature of student engagement experiences in relation to the institutional support provided. Student engagement persists as a key concern at universities both locally and globally. keywords: academic; education; engagement; experience; factors; pre; student engagement; students; study; support; university; year cache: joe-433.pdf plain text: joe-433.txt item: #263 of 317 id: joe-434 author: Msutwana, Nomawonga; de Lange, Naydene title: “Squeezed oranges?”: Xhosa secondary school female teachers in township schools remember their learning about sexuality to reimagine their teaching sexuality education date: 2017-10-20 words: 7519 flesch: 61 summary: In doing the research with the Xhosa women teachers, enabling them to remember and reflect on how they learnt about their sexuality, created a space for them to think about what they as Xhosa women teachers could draw on to make their teaching of sexuality education authentic so that the adolescents don’t have to piece together the puzzle of sexuality, which might leave them with an incomplete (and dangerous) understanding of sexuality. Studies have shown that teachers believe they can teach the subject as they have the content knowledge of sexuality education, but experience discomfort when they actually begin the task. keywords: african; culture; education; journal; learning; school; sexuality; sexuality education; south; teachers; women; xhosa cache: joe-434.pdf plain text: joe-434.txt item: #264 of 317 id: joe-435 author: Tsakeni, Maria; Jita, Loyiso title: Followership and sustainability of school leadership for Science and Mathematics: A distributive perspective date: 2017-10-20 words: 6490 flesch: 50 summary: Similarly, the concept of teacher leadership recognises teachers (followers) who are in charge of leadership responsibilities. However, the follower role in the construction of leadership has been understood through leader-centric perspectives such as distributed leadership, instructional leadership and teacher leadership. keywords: education; follower; followership; leadership; learning; mathematics; processes; role; school; science; study; teachers cache: joe-435.pdf plain text: joe-435.txt item: #265 of 317 id: joe-436 author: Papier, Joy; Vollenhoven, Gerald title: Revisiting the role of the ‘expert other’ in learners’ acquisition of workplace competence date: 2017-10-20 words: 7149 flesch: 47 summary: Similarly, while workplace learning is seen as an important aspect of the learnership today, simply combining workplace experience and formal college Papier and Vollenhoven: In the data analysis core themes identified from convergences in the data and that found purchase in the literature on workplace learning were: learning methodologies used in the workplace; the influence of the workplace environment in the learning process; the influence of mentors and others; perceptions of how best to learn in the workplace; integration of theory and practice in the workplace; coaching and assessment in the workplace; opportunities to practice in the workplace; and workplace expectations and their impact on learning. keywords: activities; candidates; education; expert; journal; knowledge; learning; practice; research; skills; theory; training; workplace cache: joe-436.pdf plain text: joe-436.txt item: #266 of 317 id: joe-437 author: Mavunga, George; Cross, Michael title: The culture of employee learning in South Africa: towards a conceptual framework date: 2017-10-20 words: 8069 flesch: 48 summary: As an addition to this argument we contend that what is missing from the debates around skills shortage in South Africa and the wider phenomenon to which these debates belong, that is, employee learning, is a holistic conceptualisation of the culture associated with such learning on the part of the government, employers, private employee learning service providers, trade unions and even academia. Similarly, any way in which individual employees engage in work-related learning activities outside the Mavunga and Cross: The culture of employee learning. . . keywords: africa; culture; development; education; employee; employee learning; example; government; individual; learning; organisations; skills; social; south; structures cache: joe-437.pdf plain text: joe-437.txt item: #267 of 317 id: joe-438 author: Fataar, Aslam; Robinson, Maureen; Daniels, Doria title: Reimagining education: poetics, practices and pedagogies date: 2017-10-20 words: 3756 flesch: 34 summary: Brennan’s article explores the role of teacher education during the Anthropocene age. Teacher education, according to her, is opportunely placed to problematize the old grand narratives. keywords: article; curriculum; education; knowledge; learning; reimagining; south; students; teachers; university cache: joe-438.pdf plain text: joe-438.txt item: #268 of 317 id: joe-475 author: Bantwini, Bongani title: Analysis of teaching and learning of natural sciences and technology in selected Eastern Cape province primary schools, South Africa date: 2017-12-15 words: 7919 flesch: 53 summary: The participants for both the quantitative and the qualitative stages were natural sciences teachers in the Intermediate Phase (Grades 4–6) from public rural, township, urban and farm schools spread across eight school districts in the Eastern Cape Province, a large and predominantly rural province in South Africa. How natural sciences teachers plan and enact their lessons in Outcomes-Based Education. keywords: africa; classrooms; education; knowledge; learners; learning; questions; schools; science; south; teachers; teaching; technology cache: joe-475.pdf plain text: joe-475.txt item: #269 of 317 id: joe-476 author: Feldman, Jennifer title: The role of professional learning communities in facilitating teachers’pedagogical adaptation and change date: 2017-12-15 words: 6054 flesch: 45 summary: Professional development and teacher change. This article, therefore, suggests that the dialogical and on-going conversations of PLCs, as a form of habitus engagement that engages with and challenges the teachers’ embodied pedagogical dispositions, plays a crucial role in challenging teachers to find ways to enrich the teaching and learning environment by adapting and changing the manner in which they develop and implement lesson units. keywords: bourdieu; change; education; habitus; learning; plc; process; students; teachers; teaching cache: joe-476.pdf plain text: joe-476.txt item: #270 of 317 id: joe-478 author: Ramsaroop, Sarita title: The role of museums in learning to teach with a critical lens date: 2017-12-15 words: 6217 flesch: 58 summary: Abstract This study set out to explore the potential of student teachers learning to teach apartheid era history to learners in the primary school when learning in apartheid museums is blended with coursework. The multiple narratives contributed towards addressing misconceptions, strengthened citizenship and pedagogic content knowledge, fundamentals that can equip student teachers to teach apartheid era history with an informed lens. keywords: apartheid; history; knowledge; learning; museums; research; student; student teachers; teachers; teaching cache: joe-478.pdf plain text: joe-478.txt item: #271 of 317 id: joe-479 author: Hoadley, Ursula title: Learning to fly: pedagogy in the Foundation Phase in the context of the CAPS reform1 date: 2017-12-15 words: 8941 flesch: 56 summary: There was also no relationship between individual teacher pedagogic scores and achievement outcomes at the teacher level. In the kinds of teacher responses to learners’ oral or written responses in an activity or task The coding scheme with indicators, descriptors and examples from the data are shown below. keywords: criteria; education; hoadley; knowledge; learners; learning; pedagogic; pedagogy; reading; teacher; teaching cache: joe-479.pdf plain text: joe-479.txt item: #272 of 317 id: joe-480 author: Walton, Elizabeth title: Inclusive education in initial teacher education in South Africa: practical or professional knowledge? date: 2017-12-15 words: 9359 flesch: 47 summary: The focus of this body of literature has been on decisions about whether inclusive education should be taught as stand-alone courses or infused into the general teacher education programme (Loreman, 2010a); what the content of inclusive education courses needs to be (Loreman, 2010b); the impact of courses (Lancaster and Bain, 2007; Sharma, Forlin and Loreman, 2008); and the role of different types of field experiences (Lambe and Bones, 2008; Waitoller and Kozleski, 2010). This is important for my analysis of the content of inclusive education courses as I am not concerned here with the field of knowledge production in inclusive education itself, but in the Pedagogic Recontextualising Field (PRF) where inclusive education becomes curricula, courses and texts (Bernstein, 2000). keywords: concepts; courses; curricula; density; education; gravity; journal; knowledge; learning; semantic; service; south; teacher; teacher education; theory cache: joe-480.pdf plain text: joe-480.txt item: #273 of 317 id: joe-482 author: Mayombe, Celestin title: Non-formal adult education for selfemployment: the importance of posttrainingsupport for micro-enterprise development in South Africa date: 2017-12-15 words: 9524 flesch: 53 summary: Non-formal skills training. There is no automatic connection between business skills training for adults and self- employment. keywords: adult; business; centre; development; education; employment; micro; nfe; programmes; self; skills; start; support; trainees; training cache: joe-482.pdf plain text: joe-482.txt item: #274 of 317 id: joe-483 author: Hugo, Wayne title: Indefence of knowledge date: 2017-12-15 words: 2338 flesch: 56 summary: 4. Children need powerful knowledge to understand and interpret the world. 5. Powerful knowledge is cognitively superior to that needed for everyday life. keywords: differentiation; education; knowledge; muller; young cache: joe-483.pdf plain text: joe-483.txt item: #275 of 317 id: joe-484 author: Stott, Angela Elisabeth title: Are instructivist pedagogies more appropriate for learning the sciences in South African low-quintile schools than western literature suggests? date: 2018-07-01 words: 8448 flesch: 48 summary: While little is known about how to improve the situation, it appears that the factors correlated to academic achievement are not the same for the richest 25% and the poorest 75% of South African learners (Spaull, 2013). Failure to launch: Matching language policy with literacy accomplishment in South African schools. keywords: african; context; education; instructivist; knowledge; language; learners; learning; low; pedagogies; quintile; schools; south; teachers; teaching cache: joe-484.pdf plain text: joe-484.txt item: #276 of 317 id: joe-486 author: Hlengwa, Amanda; McKenna, Sioux title: Dangers of generic pedagogical panaceas: implementing sevice-learning differently in diverse disciplines date: 2017-12-15 words: 6825 flesch: 50 summary: Discourse of teaching as common sense The discourses discussed thus far account for the systemic discipline based factors constraining the use of service learning as pedagogic tool in Philosophy. It becomes apparent that service learning is not generic and may differ significantly across disciplines to the extent that it challenges the simplistic definitions promoted in generic guides. keywords: community; course; department; discourse; education; environmental; learning; philosophy; research; service; university cache: joe-486.pdf plain text: joe-486.txt item: #277 of 317 id: joe-500 author: Mutekwe, Edmore title: Using a Vygotskian sociocultural approach to pedagogy: Insights from some teachers in South Africa date: 2018-07-01 words: 6566 flesch: 46 summary: Findings reported here show clearly that despite the contention by researchers such as Felder (2010) that there is nothing in the twentieth century that deserves to be called a learning style, the styles of learning learners use best are the ones typical of their indigenous learning systems or those that occur in the context of their community (May & Aikman, 2003; Rohrer & Pashler, 2012). These approaches thus exemplify two themes in the sociocultural approach to classroom learning and development: the implementation of an educational program that allows for or encourages the co- construction of knowledge; and the analysis of a learning programme that contributes to an understanding of classroom learning from a sociocultural point of view (John-Steiner & Mahn, 2008). keywords: approach; classroom; development; education; experiences; journal; knowledge; learners; learning; participants; teaching; vygotsky cache: joe-500.pdf plain text: joe-500.txt item: #278 of 317 id: joe-529 author: Mathebula, Thokozani Philemon title: Human rights and neo-liberal education in post-apartheid South Africa date: 2018-07-01 words: 7371 flesch: 59 summary: Seeing education as “entrepreneurial, ferociously competitive, profit-making corporations” (Sewpaul, 2014, p. 247) presents a clear and present danger to human rights education in South Africa. Abstract Internationally, people have different concepts of human rights. keywords: africa; apartheid; education; human; neo; people; political; rights; scholars; schools; south; south africa; state cache: joe-529.pdf plain text: joe-529.txt item: #279 of 317 id: joe-540 author: Jita, Thuthukile title: Exploring pre-service teachers’ opportunities to learn to teach science with ICTs during teaching practice date: 2018-07-01 words: 7640 flesch: 54 summary: Abstract Teaching practice is an important component of the teacher education programme that provides opportunities for pre-service teachers to learn in the context of real classrooms. Keywords: OTL, science education, ICT, teaching practice, teacher education programme Introduction Teaching practice is a platform for pre-service teachers to apply the theoretical knowledge learned from their coursework in the teaching of specific subjects in schools (Darling- Hammond, 2015; Kisalama & Kafyulilo, 2012; Shulman, 1986). keywords: education; ict; icts; learning; lesson; otl; practice; schools; science; service; subject; teachers; teaching; use cache: joe-540.pdf plain text: joe-540.txt item: #280 of 317 id: joe-550 author: du Plessis, Andre; Cain, Gerard title: Exploring perceived sources of conflict among educators in three Eastern Cape schools date: 2018-02-01 words: 10571 flesch: 55 summary: In addition, the framework used to categorise the perceived causes (Bradshaw, 2008) also appears to be validating that educator conflict can be framed within the framework’s parameters, as well as whether the Bourdieuan perspective provides a plausible interpretational lens. This thus implies that opportunities as enabling capital have to be regularly provided to principals and educators, as these opportunities as enabling ongoing capital development events within the field has the possibility to impact on individuals’ existing habitus, with reference to conflict management in this paper. keywords: bourdieu; bradshaw; capital; causes; conflict; data; education; educators; field; habitus; lack; management; participant; power; result; school; teachers cache: joe-550.pdf plain text: joe-550.txt item: #281 of 317 id: joe-551 author: Wassermann, Johan title: Book Review: Peter Kallaway and Rebecca Swartz (Eds) Empire and education in Africa: The shaping of a comparative perspective New York, Peter Lange, 2016 date: 2018-02-01 words: 594 flesch: 45 summary: Section 1 of the book deals exclusively with education in British South Africa during the 19th century and section 2 with aspects of colonial education in the inter-war era in British territories. This in itself speaks to part of the rationale behind the publication namely paucity in research on colonial education in Africa. keywords: africa; education cache: joe-551.pdf plain text: joe-551.txt item: #282 of 317 id: joe-554 author: Feldman, Jennifer; Fataar, Aslam title: Embodying pedagogical habitus change: A narrative-based account of a teacher’s pedagogical change within a professional learning community date: 2018-02-01 words: 7612 flesch: 49 summary: Em bodying pedagogical habitus change. . . Em bodying pedagogical habitus change. . . keywords: approach; bourdieu; change; education; habitus; johan; learning; plc; school; students; teachers; teaching cache: joe-554.pdf plain text: joe-554.txt item: #283 of 317 id: joe-555 author: Hollis-Turner, Shairn title: Attributes for the field of practice of the administrator and office manager date: 2018-02-01 words: 8301 flesch: 44 summary: For example, graduate attributes or generic competencies are referred to in various forms: key competencies (Mayer Committee, 1992), cross-field outcomes or critical skills (South African Qualifications Authority (SAQA), 2000), capabilities (Stephenson, 1998) or professional capabilities (Walker, 2012) or generic graduate attributes (Barrie, 2007). Badat (2010) cautions that graduate attributes should be targeted at the holistic advancement of students and not only at training students for occupations in the knowledge economy. keywords: academics; attributes; consensus; education; employers; field; graduates; knowledge; management; office; ratings; skills; work; workplace cache: joe-555.pdf plain text: joe-555.txt item: #284 of 317 id: joe-556 author: Schuld, Nicolene; Kanjee, Anil; White, Toy title: Tinder or flint: igniting grade 2 teachers’ understanding of learning, teaching and assessment date: 2018-02-01 words: 9633 flesch: 52 summary: However, the poor knowledge of teachers is not surprising, given the limited guidelines provided on formative assessment in national policy documents (Kanjee & Sayed, 2013), as well as the limited training and professional development programmes available to teachers for improving teacher assessment knowledge and skills (Kanjee & Mthembu, 2015; Popham, 2008). Specifically, the research programme sought to: (i) critically review current policies for schools and its impact on teacher assessment practices; (ii) implement a district-wide professional development programme in assessment for teachers; (iii) establish an integrated classroom assessment programme for pre-service teachers; and (iv) produce relevant assessment Schuld, Kanjee and W hite: Tinder or flint. . . keywords: assessment; classroom; education; fee; kanjee; knowledge; learners; learning; process; respondents; schools; teachers; teaching; understanding cache: joe-556.pdf plain text: joe-556.txt item: #285 of 317 id: joe-557 author: Prince, Robert title: The relationship between school-leaving examinations and university entrance assessments: The case of the South African system date: 2018-02-01 words: 8206 flesch: 47 summary: The National Senior Certificate determines the extent to which scholars are ready to exit the school system while the National Benchmark Tests determines the extent to which prospective higher education students are ready for the demands of higher education. After providing the background characteristics of the entire sample, the overall distribution of scores for prospective higher education candidates who wrote the NSC and NBTs assessments is presented. keywords: assessment; candidates; education; language; literacy; mathematics; national; nsc; prince; school; scores; students; table cache: joe-557.pdf plain text: joe-557.txt item: #286 of 317 id: joe-610 author: Thakaso, Mantsejoa Ntabiseng; Preece, Julia title: Youth understanding of citizenship rights and responsibilities in the Lesotho context: implications for civic education date: 2018-07-01 words: 8283 flesch: 55 summary: Youth understanding of citizenship rights and responsibilities in Lesotho: Implications for civic education Mantsejoa Nthabiseng Thakaso and Julia Preece mahlonithakaso@gmail.com Julia Preece (corresponding author) Preecej@ukzn.ac.za http://orcid.org/0000-0002-3209-5935 University of KwaZulu-Natal (Received 27 July 2017; accepted: 01 May 2018) Youth understanding of citizenship rights . . . keywords: children; citizenship; civic; education; human; learning; lesotho; people; policy; responsibilities; rights; understanding; youth cache: joe-610.pdf plain text: joe-610.txt item: #287 of 317 id: joe-614 author: Muller, Marguerite title: A critical arts-based narrative of five educators working in higher education during an era of transformation in South Africa date: 2018-10-22 words: 7146 flesch: 62 summary: Keywords: social justice, arts-based research, performative text, educator identity, anti-oppressive education Sketching the background In recent years South African universities have come under the spotlight during student protest movements, such as #RhodesMustFall and #FeesMustFall. In this way educator identity emerges as an integral part of our thinking about anti-oppressive education, social justice, and decolonisation. keywords: education; educators; experiences; justice; narrative; new; portraits; research; transformation; work cache: joe-614.pdf plain text: joe-614.txt item: #288 of 317 id: joe-615 author: Mtsatse, Nangamso; Combrinck, Celeste Marie title: Dialects matter: The impact of dialects and code-switching on the literacy and numeracy achievement of isiXhosa Grade 1 learners in the Western Cape date: 2018-10-22 words: 8431 flesch: 57 summary: Keywords: isiXhosa dialects; code-switching; assessment; decolonisation of African languages; Grade 1 literacy achievement; Grade 1 numeracy achievement; Multilevel Modeling (MLM); Hierarchical Linear Modelling (HLM); Rasch Measurement Theory Introduction IsiXhosa has had the longest lexicographical development of the African languages in southern Africa. With the further development of the written isiXhosa language, the Ndlambe and Thembu dialects were also 1994). keywords: achievement; african; dialects; education; grade; isixhosa; language; learners; literacy; numeracy; schools; south; standardised cache: joe-615.pdf plain text: joe-615.txt item: #289 of 317 id: joe-617 author: Koopman, Oscar title: Towards decolonising teaching strategies: How to ‘domesticate’ and ‘infuse’ Western science with indigenous knowledge. date: 2018-12-18 words: 6949 flesch: 49 summary: This means that science teachers and local communities will have to collaborate in order to develop an indigenous vocabulary for science in the local languages; this is one way of resolving the tension between indigenous knowledge and Western knowledge. Abstract Through recent violent protests, university students across South Africa have demanded a decolonised curriculum that includes incorporating indigenous knowledge into it. keywords: child; curriculum; education; ideas; knowledge; learners; learning; new; process; science; teachers cache: joe-617.pdf plain text: joe-617.txt item: #290 of 317 id: joe-619 author: Grant, Callie; Quinn, Lynn; Vorster, Jo-Anne title: An exploratory study of Heads of Departments’ responses to student calls for decolonised higher education date: 2018-10-22 words: 7185 flesch: 49 summary: Soon after that, in solidarity with the UCT protesters, Rhodes students established the Black Students 76 Journal of Education, No. 72, 2018 Movement. Student protests of one kind or another have been a feature of the education landscape since the Soweto Riots in 1976. keywords: calls; education; hods; knowledge; leadership; protests; rhodes; south; students; universities; university cache: joe-619.pdf plain text: joe-619.txt item: #291 of 317 id: joe-624 author: Kumalo, Siseko Hudson title: Epistemic justice through ontological reclamation in pedagogy: Detailing mutual (In)fallibility using inseparable categories date: 2018-10-22 words: 7781 flesch: 41 summary: Locating our curriculum in the contextual specificities of cultural identities responds meaningfully to the charge made by Nyoka (2013), who critiqued South Africa social theory for its continued importation of theoretical frameworks from the north. It is on the basis of these ethical and moral boundaries that the concept is infracted from vulnerability to (in)fallibility. 1 Framing higher education as an institution that delivers on social justice is a move that comes from Brighouse’s (2003) reading of John Rawls’s theory of justice which maintains that justice is the primary virtue of all social institutions. keywords: africa; colonial; context; decolonisation; education; fallist; justice; knowledge; movement; rawls; social; south; university cache: joe-624.pdf plain text: joe-624.txt item: #292 of 317 id: joe-627 author: Muller, Marguerite; Motai, Collins; Nkopane, Matshepo; Mofokeng, Tiisetso; Lephatsoe, Nthatuoa; Mouton, Ryno title: Working toward a socially just curriculum in South Africa: a collaborative autobiographical narrative inquiry date: 2018-12-18 words: 8207 flesch: 52 summary: However, since much of the international literature on social justice education and curriculum is written in contexts far removed from our everyday experiences, we wish to make a unique contribution that is rooted in our local context and that highlights the unique experiences of South African teachers in relation to issues of social justice and the decolonisation of the curriculum. The goal for social justice education is to enable people to develop the critical analytical tools necessary to understand oppression and their own socialization within oppressive systems, and to develop a Müller et al.: keywords: curriculum; decolonisation; education; experiences; justice; knowledge; narrative; research; school; social; south; theory cache: joe-627.pdf plain text: joe-627.txt item: #293 of 317 id: joe-633 author: Mweli, Patrick title: Voices of Grade Four teachers in response to Mazibuye Izilimi Zomdabu! (Bring Back African Languages!): A decolonising approach date: 2018-10-22 words: 7118 flesch: 57 summary: Abstract The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learning of most learners who speak African languages in Africa and particularly in South Africa. Calling on the voices of the teachers, I argue for the use of African languages to teach African learners as a powerful measure to regain African identity and to delink education from Eurocentric knowledge and cultures. keywords: african; education; english; journal; knowledge; language; learners; learning; lolt; south; teachers; teaching; use cache: joe-633.pdf plain text: joe-633.txt item: #294 of 317 id: joe-636 author: Mudaly, Ronicka title: Towards decolonising a module in the pre-service science teacher education curriculum: The role of IKS in creating spaces for transforming the curriculum date: 2018-12-18 words: 8170 flesch: 50 summary: Pre-service teachers planted a vegetable garden using indigenous methods and cultivated indigenous and non-indigenous plants. My conclusion points to the need for pre-service teachers to rediscover and recover their cultural IK. keywords: african; curriculum; decolonising; education; holder; iks; knowledge; people; plants; science; service; teachers cache: joe-636.pdf plain text: joe-636.txt item: #295 of 317 id: joe-642 author: Athiemoolam, Logamurthie title: The value of drama-in-education as a decolonising pedagogy through embodied drama strategies in a higher education classroom date: 2018-10-17 words: 7550 flesch: 50 summary: The randomly chosen extracts below are reminiscent of the general viewpoints of the students and were not selected to skew the findings in favour of drama pedagogy. The students’ viewpoints indicated that drama pedagogy enabled them to examine issues and challenges in education from various vantage points that lead to enhanced learning and understanding. keywords: diversity; drama; education; experiences; issues; learning; pedagogy; students; teaching; understanding; unit cache: joe-642.pdf plain text: joe-642.txt item: #296 of 317 id: joe-646 author: Maistry, Suriamurthee Moonsamy; David, Roshnee title: The school economics textbook as programmatic curriculum: An exploited conduit for neoliberal globalisation discourses date: 2018-12-18 words: 6583 flesch: 47 summary: There is a dire need for critical teacher education (both in-service and pre-service) that might focus on critical approaches to school textbooks, and how they are used. How school history textbooks position a textual community through the topic of racism. keywords: analysis; curriculum; discourse; economics; education; efficiency; globalisation; international; school; social; south; textbook; trade; use cache: joe-646.pdf plain text: joe-646.txt item: #297 of 317 id: joe-649 author: Wassermann, Johan M; Maposa, Marshall; Mhlongo, Daniel title: “If I choose history it is likely that I won’t be able to leave for the cities to get a job” – rural South African learners and the choosing of history as a subject date: 2018-12-18 words: 7159 flesch: 60 summary: In both the Eastern Cape and KwaZulu-Natal, the number of history learners declined by an estimated 31% during the same period (van Eeden, 2012). However, when pressed during the focus group interviews the learners failed to provide convincing reasons about their believing in the stereotype they held of history learners. keywords: choosing; education; grade; history; learners; research; school; science; south; study; subject cache: joe-649.pdf plain text: joe-649.txt item: #298 of 317 id: joe-658 author: Maistry, Suriamurthee Moonsamy title: (Re)counting the high cost of predatory publishing and the effect of a neoliberal performativity culture date: 2019-06-26 words: 7390 flesch: 47 summary: From my experience of working with research students for more than a decade, I have come to realise that when students sign up (officially register) for an advanced research degree, very few have given thought to the fact that they have unwittingly or unknowingly chosen to enter a very public space. The nature and type of feedback on the draft chapters of research students is a significant determinant of who created the knowledge that appears in the thesis. keywords: academic; education; journal; judgement; knowledge; predatory; public; publishing; research; south; students; university; work cache: joe-658.pdf plain text: joe-658.txt item: #299 of 317 id: joe-667 author: Dixon, Kerryn; Janks, Hilary; Botha, Debbie; Earle, Katarina; Poo, Manono; Oldacre, Fiona; Pather, Kamala; Schneider, Kerri-Lee title: A critical analysis of CAPS for Life Skills in the Foundation Phase (Grades R–3) date: 2018-07-01 words: 7753 flesch: 52 summary: The focus on the kind of knowledge—everyday or specialised—enabled us to consider what specialised knowledge teachers need to teach different aspects of a topic. What does research say about teacher learning and teacher knowledge? keywords: caps; curriculum; education; focus; foundation; knowledge; life; life skills; phase; skills; specialised; teachers cache: joe-667.pdf plain text: joe-667.txt item: #300 of 317 id: joe-668 author: Bertram, Carol title: Editorial Issue 71 2018 date: 2018-07-01 words: 2191 flesch: 47 summary: 4 Journal of Education, No. 71, 2018 Moving to the field of teacher education, and again in science education, Jita’s study focuses on students who are training to become science teachers. The authors argue that the path to ensuring what counts as good education is to teach Foundation Phase teachers “disciplinary ways of seeing and reasoning” so that they are able to understand and progressively teach appropriate scientific concepts. keywords: education; knowledge; learning; purpose; science cache: joe-668.pdf plain text: joe-668.txt item: #301 of 317 id: joe-697 author: Hlongwane, Ike Khazamula title: Compliance to quality assurance principles of recognition of prior learning (RPL) by library and information science schools in South Africa date: 2019-06-26 words: 4837 flesch: 41 summary: Institutional will to open up access to diverse learners 100.0% (10) 88.1% (59) Commitment of LIS schools to NQF principles of equity/redress and inclusion 100.0% (10) 70.6% (48) Availability of information of RPL services to prospective candidates 100.0% (10) 60.3% (41) Admission procedures in LIS schools that included RPL 70.0% (7) 55.9% (38) Formal articulation agreements regarding RPL within the broader LIS sector - 13.2% (9) Discussion Use of SAQA RPL policy (2013) in the development of institutional RPL policies There was an indication in this study that RPL policies in the different universities where the LIS schools are located were based on the SAQA policy (2013) as required by the SAQA Act of 1995. Table 1: RPL Policy environment Statement Institutional policies Respondents Use of SAQA RPL policy (2013) in the development of institutional RPL policies 100.0% (10) 94.1% (64) keywords: education; information; learning; lis; policy; rpl; saqa; schools; south cache: joe-697.pdf plain text: joe-697.txt item: #302 of 317 id: joe-698 author: Mthiyane, CC Nonhlanhla; Naidoo, Jaqueline; Bertram, Carol title: Context matters: HoDs leadership practices in monitoring and supporting teachers in schools participating in Jika iMfundo date: 2019-06-26 words: 9068 flesch: 61 summary: Schools were selected using three different criteria, namely 1) the Jika iMfundo colour classification (explained below), 2) primary or secondary schools, 3) fee-paying or no-fee schools. (Interviewee L1, science HOD, green secondary school) keywords: coverage; curriculum; education; green; hods; imfundo; jika; leadership; learning; maths; orange; school; teachers cache: joe-698.pdf plain text: joe-698.txt item: #303 of 317 id: joe-758 author: Smith, Clive; Mackinnon, Marion title: Organisation development: The argument still stands date: 2019-12-20 words: 9689 flesch: 54 summary: However, being accustomed to depending on a top-down school bureaucracy, most South African school managers had little knowledge or experience of initiating school change. For many, it has been the first time ordinary organisation members have been able to initiate, participate in, and even lead school change. keywords: action; change; data; development; education; group; intervention; learning; lewin; management; new; organisation; process; research; school; staff; teachers cache: joe-758.pdf plain text: joe-758.txt item: #304 of 317 id: joe-781 author: Pillay, Shervani K.; Blignaut, Sylvan title: Editorial date: 2018-10-22 words: 1278 flesch: 31 summary: These theories are also used to interrogate the legitimacy of the Fallist Movement’s protest against the erasure and silencing of black voices in higher education institutions. She argues that it is relatively easy to change the policies and the curricula in higher education institutions but if this effort is not accompanied by a similar thrust to include the teachers who are responsible for implementing the curriculum and pedagogy, change will be slow in coming. keywords: decolonisation; education; research cache: joe-781.pdf plain text: joe-781.txt item: #305 of 317 id: joe-904 author: Bayat, Abdullah; Fataar, Aslam title: Countering testimonial injustice: the spatial practices of school administrative clerks date: 2018-12-12 words: 8208 flesch: 52 summary: We discuss, in this article, how school administrative clerks counter their marginal status. We based this article on a qualitative study of three administrative clerks, one male and two female, whom we purposively selected from a broader project on the identities and practices of school administrative clerks in public schools. keywords: administrative; clerks; credibility; injustice; practices; principal; school; space; teachers; testimonial; testimony cache: joe-904.pdf plain text: joe-904.txt item: #306 of 317 id: joe-909 author: Ramrathan, Labby; du Preez, Petro; le Grange, Lesley title: On the hegemony of literature from the global north: a meta-study of literature cited in Indilinga (2008-2017) date: 2018-12-18 words: 6231 flesch: 42 summary: Regarding the first question a distinction was made between African authors, both local and international (n₂); South African authors, all races, except for Africans (n₃); and International authors, excluding Africans (n₄). 5 http://www.indilinga.org.za/ 8 Journal of Education, No. 73, 2018 interested in seeing whether Indilinga has been able to break with the strong dependence of South African journals on such literature. keywords: african; articles; authors; education; indilinga; international; journal; knowledge; meta; south; study cache: joe-909.pdf plain text: joe-909.txt item: #307 of 317 id: joe-912 author: Le Grange, Lesley title: Decolonising, Africanising, indigenising and internationalising Curriculum Studies: Opportunities to (re)imagine the field date: 2018-12-18 words: 7163 flesch: 42 summary: Advancing the field of curriculum studies in South Africa requires complicated conversations on at least three levels; complicated conversations with students we teach; complicated conversations among South African curriculum scholars; and complicated conversations among South African scholars and international scholars of the field. My main aim here is to register the possibility of such complicated conversations happening in South African curriculum studies. keywords: africa; conversations; curriculum; curriculum studies; decolonisation; education; field; knowledge; pinar; south; studies cache: joe-912.pdf plain text: joe-912.txt item: #308 of 317 id: joe-913 author: du Preez, Petro title: On decolonisation and internationalisation of university curricula: what can we learn from Rosi Braidotti? date: 2018-12-18 words: 5867 flesch: 41 summary: Posthuman subjectivity, posthuman ethics, and affirmative politics As I have made clear, the decentring of hegemonic Western knowledges, the development of an inclusive curriculum, and a critical engagement with entangled knowledges are pivotal in the pursuit of rethinking curriculum studies that informs how university curricula are constructed. The internationalisation of higher education directly influences how university curricula are shaped. keywords: african; curriculum; decolonisation; education; global; internationalisation; knowledge; university cache: joe-913.pdf plain text: joe-913.txt item: #309 of 317 id: joe-914 author: Mudaly, Vimolan title: Decolonising the mind: Mathematics teachers exploring possibilities for indigenising the school curriculum date: 2018-12-18 words: 6909 flesch: 47 summary: Vithal and Volmink (2005) have also recognised that “curriculum approaches that have shaped curriculum development in Western countries have also left their mark on mathematics curricula in South Africa, albeit in the form of curriculum changes that have often followed uncritically the loudest fad from the West” (p. 3). African indigenous knowledge systems and relevance of higher education in South Africa. keywords: colonial; contexts; curriculum; decolonising; education; knowledge; learners; mathematics; participants; south; teachers; teaching cache: joe-914.pdf plain text: joe-914.txt item: #310 of 317 id: joe-919 author: Bertram, Carol title: Editorial date: 2018-12-18 words: 1559 flesch: 50 summary: There has been a 2 Journal of Education, No. 73, 2018 huge increase in the number of journal articles published by South African authors from approximately 7,000 in 2005 to 13,000 in 2014, which is, clearly, a result of strategy of the Department of Higher Education and Training (DHET) that involved its putting more money into paying universities subsidies for articles published. There are 76 journals in the collection and it is growing in strength as more journals apply to become members. keywords: africa; education; journal; south cache: joe-919.pdf plain text: joe-919.txt item: #311 of 317 id: joe-920 author: Kallaway, Peter title: Between Worlds: German Missionaries and the Transition to Bantu Education in South Africa by Linda Chisholm date: 2018-12-18 words: 1168 flesch: 44 summary: In South Africa the tension that arose in that context often kept German missionaries away from confrontation with segregationist politics and meant that they were not at the forefront of the opposition to apartheid education after World War II. As Chisholm demonstrates through a careful use of previously neglected sources in Germany and South Africa, this is a complex story that challenges many of our easy preconceptions about colonial education and it defies any simple categorization of missionaries as agents of colonialism. keywords: africa; education; missionaries; south cache: joe-920.pdf plain text: joe-920.txt item: #312 of 317 id: joe-921 author: Ramrathan, Labby; du Preez, Petro; le Grange, Lesley title: Editorial Issue 74 date: 2018-12-18 words: 1189 flesch: 36 summary: There are no journals or conferences dedicated to curriculum studies and much of the scholarly work that has been produced on matters related to curriculum in post- apartheid South Africa has focused on policy making and implementation, giving rise to what Pinar (2011) calls “the problem of proximity” (p. 106). In the first article le Grange explores the conceptual connections between and among the constructs of Africanisation, decolonisation, indigenisation, and internationalisation and how this conceptual work might open up ways for re-imagining the field of curriculum studies in South Africa through the notion of curriculum as complicated conversation. keywords: curriculum; education; south; studies cache: joe-921.pdf plain text: joe-921.txt item: #313 of 317 id: joe-930 author: van Wyk, Micheal M title: Pedagogical supportive strategies to support economics students’ learning at an open distance learning university date: 2019-10-23 words: 10996 flesch: 47 summary: The aim of the SoTL project for the college was to design a strategic framework to enhance student support strategies as an integral component of teaching for success in an ODL context. To this end, I conducted a systematic review of the extant literature on student support in an open distance learning context. keywords: course; distance; education; learning; module; odl; online; research; review; scholarly; strategies; student support; students; support; support strategies; teaching cache: joe-930.pdf plain text: joe-930.txt item: #314 of 317 id: joe-957 author: Ralejoe, Malehlanye Constantinus title: Teachers’ views on inclusive education for secondary school visually impaired learners: An example from Lesotho date: 2019-10-23 words: 6877 flesch: 59 summary: Problem statement and literature review In this article I investigate the views of secondary school teachers about the inclusion of visually impaired learners in their school. These studies show that mainstream school teachers often do not fully understand VI. keywords: children; education; inclusion; learners; lesotho; mainstream; school; support; teachers; teaching cache: joe-957.pdf plain text: joe-957.txt item: #315 of 317 id: joe-972 author: Frenzel, Jeanne-Mari; Lampen, Christine Erna; Brodie, Karin title: Learners’ awareness of their emotions and their engagement with mathematics tasks in a mathematics club date: 2019-12-20 words: 6054 flesch: 51 summary: In this paper, we ask the following research question: In what way does awareness of cognitive emotions help learners in a mathematics club to engage behaviourally and cognitively while working on mathematics tasks? Findings Awareness of cognitive emotions during the tasks We observed an increase across the four tasks in the variation of descriptive words used by the learners to identify their emotions. keywords: awareness; club; emotions; engagement; learners; mathematics; motivation; task cache: joe-972.pdf plain text: joe-972.txt item: #316 of 317 id: joe-973 author: Komiti, Moikabi; Moorosi, Pontso title: Career development of women principals in Lesotho: Influences, opportunities and challenges date: 2020-06-17 words: 8888 flesch: 55 summary: Career development of women principals in Lesotho 99 Super (1990) identified five stages of career development (growth, exploration, establishment, maintenance, and decline) in which a person’s career develops over a life span. Career development of women principals in Lesotho 109 Transitions and opportunities for women’s career development The second theme refers to opportunities for career development, which can be summarised as the organisational factors of the promotion route, informal mentoring, and networking. keywords: career; career development; development; education; gender; leadership; lesotho; moorosi; participants; principals; principalship; school; teaching; women cache: joe-973.pdf plain text: joe-973.txt item: #317 of 317 id: joe-986 author: De Jager, Thelma title: Millennial science student teachers’ views on decolonisation and culturally responsive teaching date: 2019-10-23 words: 6931 flesch: 43 summary: Considering the various perspectives of scholars, and the uncertainty about how to integrate decolonisation in science curricula, motivated the author to investigate: “What are the views of millennial science student teachers (growing up in a technology orientated world) concerning decolonisation and culturally responsive learning in science education?” Is the content of science curricula relevant to the needs of science students? keywords: content; cultures; education; knowledge; learners; learning; science; students; teachers; teaching; values cache: joe-986.pdf plain text: joe-986.txt