Vol. 33 No. 3 (2015)

Research articles

• Guided group reflections of first-year pre-service teachers: Moving beyond the rhetoric of “go and reflect”

  Adri Beylefeld, Adré le Roux

  1-19

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• Estimation of promotion, repetition and dropout rates for learners in South African schools

  Daniël Wilhelm Uys, Edward John Thomas Alant

  20-41

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• The need for place-based education in South African schools: The case of Greenfields Primary

  Krystle Ontong, Lesley le Grange

  42-57

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• Youth perspectives of achievement: Is money everything?

  Jasmine Matope, Azeem Badroodien

  58-71

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• Socio-economic factors affecting parents’ involvement in homework: Practices and perceptions from eight Johannesburg public primary schools

  Misheck Ndebele

  72-91

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• Doctoral writing for publication at a leading African university: Publication patterns and pedagogies

  Mathilde van der Merwe

  92-106

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• The external contingencies and development processes of students with emotional disabilities

  John Nikolaros

  107-120

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• Helping learners think more hopefully about life after school: The usefulness of participatory visual strategies to make career education more contextually relevant

  Suegnet Smit, Lesley Wood, Marinda Neethling

  121-140

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• Developing empathetic skills among teachers and learners in high schools in Tshwane: An inter-generational approach involving people with dementia

  Erna Alant, Stephan Geyer, Michael Verde

  141-158

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• Multimodality in science education as productive pedagogy in a PGCE programme

  Nazeem Edwards

  159-175

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• Problematising the Standardisation of Leadership and Management Development in South African Schools

  Clarence Williams

  176-188

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