Perspectives in Education

Current Issue

Vol. 39 No. 3 (2021)

Published: 2021-09-27

Editorial

Editorial

Jan Nieuwenhuis

1-2
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Research articles

Black African parents' narratives on apartheid schooling and school history

Mauricio Langa, Johan Wassermann, Marshall Maposa

3-16
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COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini

Ncamsile Daphne Motsa

17-29
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Student teachers’ experiences of the emergency transition to online learning during the Covid-19 lockdown at a South African university

Mncedisi Christian Maphalala, Nontobeko Prudence Khumalo, Ntombenhle Primrose Khumalo

30-43
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Academic and psychosocial challenges of Health Sciences students during the COVID-19 pandemic: A University of Technology perspective

Nalini Govender, Poovendhree Reddy, Raisuyah Bhagwan

44-61
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Remote learning as an option by resilient English teachers in Gauteng resource-constrained secondary schools

Christopher Rwodzi, Lizette De Jager

62-78
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Challenges faced by rural accounting teachers in implementing web-based collaborative learning

Thabiso Jonah Motsoeneng, Henry James Nichols, Sekitla Daniel Makhasane

79-93
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Exploring the effects of YouTube on technology education students’ cognitive achievement in a mechanical system module

Israel Kibirige, Ronald James Odora

94-108
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Students’ feelings about the online submission of assignments using Turnitin

Muntuwenkosi Abraham Mtshali

109-120
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Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study

Erika Potgieter, Marthie van der Walt

121-137
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The use of the process approach in South African English First Additional Language classrooms: A discourse analysis

Nomalungelo Ngubane

138-150
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Directiveness in tutor talk

Adelia Carstens, Avasha Rambiritch

151-168
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Assessing selected teachers' adaptations towards and adolescent-orientated Life Orientation curriculum: A case study

Pieter Swarts

169-182
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Implementing Lesson Study as a professional development approach for early grade teachers: A South African case study

Erika Helmbold, Roy Venketsamy, Judy van Heerden

183-196
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Determining the needs of introductory statistics university students: A qualitative survey study

Wilma Coetzee

197-213
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A district beginner teacher induction initiative in South Africa: The pressure and support contestation

Emure Kadenge

214-227
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Lecturers' accounts of their curriculum practices at a university of technology

Najwa Norodien-Fataar

228-241
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The challenges of transitioning from teacher to departmental head in seven primary schools

Nosipho Immaculate Jaca

242-256
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Faculty familiarity with inclusive practices for students with learning disabilities at Najran University

Turki Mahdi Alqarni

257-276
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Book reviews

“Skoolleierskap en die skep van produktiewe leerruimtes in skole” School leadership and the creation of productive learning environments in schools

Lynette Jacobs

277-278
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