Vol. 30 No. 2 (2012)

DOI: https://doi.org/10.38140/pie.v30i2
Published: 2012-06-29

Editorial

  • Editorial

    Molebatsi Milton Nkoane
    i-ii
    DOI: https://doi.org/10.38140/pie.v30i2.1753

Research articles

  • Institutionalising teacher clusters in South Africa: Dilemmas and contradictions

    Loyiso C. Jita, Matseliso L. Mokhele
    1-11
    DOI: https://doi.org/10.38140/pie.v30i2.1754

  • Training as a tool for community development: 25 years of experience in sparsely populated rural areas in Cuenca, Spain

    José M. Diaz-Puente, Francisco José Gallego Moreno, Ramón Zamorano
    12-21
    DOI: https://doi.org/10.38140/pie.v30i2.1755

  • Diagrams in mathematics: To draw or not to draw?

    Vimolan Mudaly
    22-31
    DOI: https://doi.org/10.38140/pie.v30i2.1756

  • Constructive feedback as a learning tool to enhance students’ self-regulation and performance in higher education

    Erna du Toit
    32-40
    DOI: https://doi.org/10.38140/pie.v30i2.1757

  • A quantitative literacy course for Humanities and Law students: The challenges of a context-based curriculum

    Vera Frith
    41-49
    DOI: https://doi.org/10.38140/pie.v30i2.1758

  • Exploring the use of a cartoon as a learner scaffold in the planning of scientific investigations

    Umesh Ramnarain
    50-61
    DOI: https://doi.org/10.38140/pie.v30i2.1759

  • From clinic to classroom: A model of teacher education for inclusion

    Gillian Lloyd
    62-70
    DOI: https://doi.org/10.38140/pie.v30i2.1760

  • Leading curriculum renewal in a faculty of education: a story from within

    Ana Naidoo
    71-80
    DOI: https://doi.org/10.38140/pie.v30i2.1761

  • I want to publish but ...: Barriers to publishing for women at a University of Technology

    A. Garnett, F. E. Mahomed
    81-90
    DOI: https://doi.org/10.38140/pie.v30i2.1762