Vol. 38 No. 2 (2020)

View Vol. 38 No. 2 (2020)
DOI: https://doi.org/10.38140/pie.v38i2
Published: 2020-12-03

Editorial

  • Editorial

    Jan Nieuwenhuis
    i-iii
    DOI: https://doi.org/10.38140/pie.v38i2.4953

Research articles

  • Curriculum transformation: An ODeL Case in South Africa

    1-19
    DOI: https://doi.org/10.38140/pie.v38i2.4516

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

    Rachel Barnett
    20-35
    DOI: https://doi.org/10.38140/pie.v38i2.4521

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

    Raisuyah Bhagwan
    36-55
    DOI: https://doi.org/10.38140/pie.v38i2.4384

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

    Aradhana Ramnund-Mansingh
    56-69
    DOI: https://doi.org/10.38140/pie.v38i2.4348

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

    Carina America, Philip Mallon
    70-85
    DOI: https://doi.org/10.38140/pie.v38i2.4325

  • 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
    DOI: https://doi.org/10.38140/pie.v38i2.3923

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

    Dr Benedicta A. Ajibade, Prof Carol Bertram
    103-117
    DOI: https://doi.org/10.38140/pie.v38i2.4308

  • 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
    DOI: https://doi.org/10.38140/pie.v38i2.4343

  • 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
    DOI: https://doi.org/10.38140/pie.v38i2.4314

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

    Dr A Van Wyk
    155-167
    DOI: https://doi.org/10.38140/pie.v38i2.3896

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

    Mr. J.G. Khanyi, Dr P. Naidoo
    168-184
    DOI: https://doi.org/10.38140/pie.v38i2.4339

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

    A/Professor S.L. Hassan
    185-200
    DOI: https://doi.org/10.38140/pie.v38i2.4360

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

    Dr Meredith Armstrong, Prof Chrissie Boughey
    201-212
    DOI: https://doi.org/10.38140/pie.v38i2.4364

  • Contextualising science and mathematics teacher professional development in rural areas

    Dr Melissa Speight Vaughn, Prof Josef de Beer
    213-226
    DOI: https://doi.org/10.38140/pie.v38i2.4955

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

    Dr K Bipath, Mrs Hantie Theron
    227-240
    DOI: https://doi.org/10.38140/pie.v38i2.4365

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

    241-254
    DOI: https://doi.org/10.38140/pie.v38i2.4388

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

    Mrs A.C. Kern
    255-271
    DOI: https://doi.org/10.38140/pie.v38i2.3850

  • Mentoring and preparing primary school mathematics teachers

    Mrs M.N. Msimango, Dr K. Fonseca, Prof N.F. Petersen
    272-284
    DOI: https://doi.org/10.38140/pie.v38i2.4383

  • An analysis of TIMSS 2015 science reading demands

    Dr S. van Staden, Prof. M.A. Graham, Ms J.C. Harvey
    285-302
    DOI: https://doi.org/10.38140/pie.v38i2.4338

  • Transformative conflict mediation in multi-faith schools in South Africa

    Dr M.A. Nthontho
    303-317
    DOI: https://doi.org/10.38140/pie.v38i2.4366

  • The use of interactive whiteboards in urban Gauteng classrooms

    Dr MA Mihai
    318-336
    DOI: https://doi.org/10.38140/pie.v38i2.4379

  • The element of surprise: An innovative approach in art education

    Dr R Steyn
    337-346
    DOI: https://doi.org/10.38140/pie.v38i2.4396

Book reviews

  • “Restorative school discipline: The law and practice”

    Prof J. Beckmann
    347-353
    DOI: https://doi.org/10.38140/pie.v38i2.4954