Vol. 38 No. 2 (2020)

DOI: https://doi.org/10.38140/pie.v38i2

Published: 2020-12-03

Editorial

Editorial

Jan Nieuwenhuis

i-iii
- PDF

Research articles

Curriculum transformation: An ODeL Case in South Africa

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

Rachel Barnett

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

Raisuyah Bhagwan

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

Aradhana Ramnund-Mansingh

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

Carina America, Philip Mallon

70-85
- PDF
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
- PDF
How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal

Dr Benedicta A. Ajibade, Prof Carol Bertram

103-117
- PDF
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
- PDF
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
- PDF
Leading curriculum changes in schools: The role of school principals as perceived by teachers

Dr A Van Wyk

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

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

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

A/Professor S.L. Hassan

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

Dr Meredith Armstrong, Prof Chrissie Boughey

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

Dr Melissa Speight Vaughn, Prof Josef de Beer

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

Dr K Bipath, Mrs Hantie Theron

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

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

Mrs A.C. Kern

255-271
- PDF
Mentoring and preparing primary school mathematics teachers

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

272-284
- PDF
An analysis of TIMSS 2015 science reading demands

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

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

Dr M.A. Nthontho

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

Dr MA Mihai

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

Dr R Steyn

337-346
- PDF

Book reviews

“Restorative school discipline: The law and practice”

Prof J. Beckmann

347-353
- PDF

Vol. 38 No. 2 (2020)

Editorial

Editorial

Research articles

Curriculum transformation: An ODeL Case in South Africa

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

Towards the institutionalisation of community engagement in higher education in South Africa

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

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

The relationship between teachers’ professional wellbeing and principals’ leadership styles

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

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

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

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

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

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

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

Contextualising science and mathematics teacher professional development in rural areas

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

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

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

Mentoring and preparing primary school mathematics teachers

An analysis of TIMSS 2015 science reading demands

Transformative conflict mediation in multi-faith schools in South Africa

The use of interactive whiteboards in urban Gauteng classrooms

The element of surprise: An innovative approach in art education

Book reviews

“Restorative school discipline: The law and practice”

Make a Submission

Information