Perspectives in Education

Current Issue

Vol. 38 No. 2 (2020)

Published: 2020-12-03

Editorial

Editorial

Jan Nieuwenhuis

i-iii
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Research articles

Curriculum transformation: An ODeL Case in South Africa

Dr John Mendy, Dr Maria Madiope

1-19
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Leading with meaning: Why diversity, equity, and inclusion matters in U. S. higher education

Rachel Barnett

20-35
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Towards the institutionalisation of community engagement in higher education in South Africa

Raisuyah Bhagwan

36-55
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Understanding the career trajectories of Black female academics in South Africa A case study of UKZN

Aradhana Ramnund-Mansingh

56-69
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"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

Carina America, Philip Mallon

70-85
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The relationship between teachers’ professional wellbeing and principals’ leadership styles

Dr C.P. Van der Vyver, Me T. Kok, Prof L.N. Conley

86-102
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How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal

Dr Benedicta A. Ajibade, Prof Carol Bertram

103-117
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Teachers’ perceptions in creating an invitational learning environment in culturally diverse Foundation Phase classrooms

Dr R. Venketsamy, Dr N. Sing, Ms Lyndsey Smart

118-137
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Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach?

Prof B.W. Geduld, Mr H.S. Sikwanga

138-154
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Leading curriculum changes in schools: The role of school principals as perceived by teachers

Dr A Van Wyk

155-167
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Principals' role in capacity development of post level one teachers for school leadership -

Mr. J.G. Khanyi, Dr P. Naidoo

168-184
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Problem-based learning training and implementation: An analysis using semantics in Legitimation Code Theory

A/Professor S.L. Hassan

185-200
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Learning to learn: Children's language and literacy development in a marginalised community in Port Elizabeth

Dr Meredith Armstrong, Prof Chrissie Boughey

201-212
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Contextualising science and mathematics teacher professional development in rural areas

Dr Melissa Speight Vaughn, Prof Josef de Beer

213-226
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Contesting schoolification through snapshots of pedagogy-in-participation in early childhood development centres in South Africa

Dr K Bipath, Mrs Hantie Theron

227-240
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Pedagogical approaches to develop social skills of learners with Autism Spectrum Disorder: Perceptions of three Foundation Phase teachers

Mrs Liezl Myburgh, Prof Janet Condy, Dr Elna Barnard

241-254
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South African parents’ understanding of inclusion and exclusion in education in primary schools

Mrs A.C. Kern

255-271
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Mentoring and preparing primary school mathematics teachers

Mrs M.N. Msimango, Dr K. Fonseca, Prof N.F. Petersen

272-284
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An analysis of TIMSS 2015 science reading demands

Dr S. van Staden, Prof. M.A. Graham, Ms J.C. Harvey

285-302
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Transformative conflict mediation in multi-faith schools in South Africa

Dr M.A. Nthontho

303-317
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The use of interactive whiteboards in urban Gauteng classrooms

Dr MA Mihai

318-336
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The element of surprise: An innovative approach in art education

Dr R Steyn

337-346
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Book reviews

“Restorative school discipline: The law and practice”

Prof J. Beckmann

347-353
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