Vol. 32 No. 1 (2014)

DOI: https://doi.org/10.38140/pie.v32i1

Published: 2014-03-31

Editorial

Standards in education and training: The challenge

Biki Lepota, Sarah Murray

5-10
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Research articles

Language, literacy, and the needs of the multilingual child

Catherine E. Snow

11-20
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Standards and standard setting and the post school curriculum

Michael Young

21-33
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An exploration of the common content knowledge of high school mathematics teachers

Sarah Bansilal, Deonarain Brijlall, Thokozani Mkhwanazi

34-50
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Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training

Elizabeth J. Pretorius

51-76
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Teachers’ conceptions of standards in South African Basic Education and Training: A case study

Lungi Sosibo, Vyuokazi Nomlomo

77-91
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Setting standards and primary school teachers’ experiences of the process

Vanessa Scherman, Sarah J. Howie, Lisa Zimmerman, Roel Bosker

92-104
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Mapping socio-economic status, geographical location and matriculation pass rates in Gauteng, South Africa

Richelle Pienaar, Tracey Morton McKay

105-123
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Reviewing the language compensation policy in the National Senior Certificate

Stephen Taylor

124-141
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Constantly weighing the pig will not make it grow: do teachers teach assessment tests or the curriculum?

Michael le Cordeur

142-157
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A model for assessment: integrating external monitoring with classroom-based practice

Caroline Long, Tim Dunne, Gabriel Mokoena

158-178
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Questioning the validity of inquiry assessment in a high stakes Physical Sciences examination

Umesh Ramnarain

179-191
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A Rasch analysis to determine the difficulty of the National Senior Certificate Mathematics examination

Joyce Sewry, Paul Mokilane

192-209
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