Vol. 39 No. 2 (2021)

View Vol. 39 No. 2 (2021)
DOI: https://doi.org/10.38140/pie.v39i2
Published: 2021-06-11

Editorial

  • Editorial

    Jan Nieuwenhuis
    1-3
    DOI: https://doi.org/10.38140/pie.v39i2.5392

Research articles

  • Creating research spaces for underserved communities: Expanding and extending intersectionality in contemporary educational contexts

    Mr. Oron Jackson, Prof Matthew A Witenstein
    DOI: https://doi.org/10.38140/pie.v39i2.4519

  • Post-school youths' schooling experiences and aspirations

    Devika Naidoo
    19-32
    DOI: https://doi.org/10.38140/pie.v39i2.4658

  • Exploring the school-university mathematics skills gap for Economic Sciences

    Ilsa Basson, Mardi Jankowitz
    33-51
    DOI: https://doi.org/10.38140/pie.v39i2.4878

  • The link between career outcomes expectancy and career decision-making self-efficacy of STEM students in a South African university

    Dr Ethel Abe, Prof Vitallis Chikoko, Dr Stella N Lubinga
    52-66
    DOI: https://doi.org/10.38140/pie.v39i2.4613

  • The complex concept of plagiarism: Undergraduate and postgraduate student perspectives

    Nozuko Princess Mbutho, Dr Catherine Hutchings
    67-81
    DOI: https://doi.org/10.38140/pie.v39i2.4399

  • The need of the hour: Adapting the delivery of clinical skills teaching remotely

    Dr Reina Abraham
    82-94
    DOI: https://doi.org/10.38140/pie.v39i2.4442

  • Quality assurance of peer-assisted learning by measuring academic performance of health sciences extended curriculum students

    Róan Slabbert, Dr Jeannette du Plessis
    95-112
    DOI: https://doi.org/10.38140/pie.v39i2.4700

  • Low research productivity: Transformation, institutional and leadership concern at a South African university

    Dr Isaac Abe, Dr Virimai Mugobo
    113-127
    DOI: https://doi.org/10.38140/pie.v39i2.4630

  • Knowledge and specialism in curricula of professional and sectoral fields of practices in South Africa: A case of universities of technology

    Prof Isaac Ntshoe, Dr Ntsoaki Joyce Malebo
    128-142
    DOI: https://doi.org/10.38140/pie.v39i2.4370

  • Risk as productive in landscape architecture pedagogy

    Dr Christine Price, A/Prof Arlene Archer
    143-156
    DOI: https://doi.org/10.38140/pie.v39i2.4522

  • An investigation into the success rates of third-year Accounting conversion students en route to becoming a Chartered Accountant (South Africa)

    Sophia Brink, Mareli Rossouw
    157-174
    DOI: https://doi.org/10.38140/pie.v39i2.4525

  • An evaluation of the opinions of students enrolled in Sesotho modules at the University of the Free State

    Dr Soyiso Khetoa, Dr Sara Motsei
    175-190
    DOI: https://doi.org/10.38140/pie.v39i2.4566

  • Examining the manifestations and ramifications of the patriarchal ideology in female-led schools in the North West Province of South Africa

    Makuena Bereng, Edmore Mutekwe
    191-207
    DOI: https://doi.org/10.38140/pie.v39i2.4376

  • Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa

    Dr Kabelo Moloantoa, Prof Stephan Geyer
    208-224
    DOI: https://doi.org/10.38140/pie.v39i2.4819

  • The challenges of inclusive education and its implementation in schools: The South African perspective

    Dr Yolanda Mpu, Prof Emmanuel O. Adu
    225-238
    DOI: https://doi.org/10.38140/pie.v39i2.4583

  • What are teachers' beliefs, values and attitudes towards the inclusion of learners who experience barriers to learning in South African primary schools?

    Joel Moketla Mamabolo, Medwin Dikwanyane Sepadi, Rachel Basani Mabasa-Manganyi, Faith Kgopa, Simon Mfula Ndlovu, Mahlapahlapana Themane
    239-252
    DOI: https://doi.org/10.38140/pie.v39i2.4402

  • Exploring strategies teachers use to develop literacy skills among English First Additional Language learners in the Foundation Phase

    Dr Roy Venketsamy, Sophie Sibanda
    253-266
    DOI: https://doi.org/10.38140/pie.v39i2.4355

  • Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study

    Ms Pralene Schmidt, Prof Janet Condy, Dr Chantyclaire Tiba
    267-282
    DOI: https://doi.org/10.38140/pie.v39i2.4417

  • In-school transition challenges among primary school learners with autism spectrum disorders in South Africa: Parents and teachers' perspectives

    Maximus Monaheng Sefotho, Charity N. Onyishi
    283-302
    DOI: https://doi.org/10.38140/pie.v39i2.4489

  • The integration of technology in supporting progressed learners in English First Additional Language comprehension

    Lineo Kolobe, Dr Maryke Mihai
    303-323
    DOI: https://doi.org/10.38140/pie.v39i2.4393

  • Teachers’ instructional strategies and their impact on learner performance in Grade 9 mathematics: Findings from TIMSS 2015 in South Africa

    Prof Mogege Mosimege, Dr Lolita Winnaar
    324-338
    DOI: https://doi.org/10.38140/pie.v39i2.4394

  • Meaningful teaching of sexuality education framed by culture: Xhosa secondary school teachers’ views

    Dr Nomawonga Veronica Msutwana
    339-355
    DOI: https://doi.org/10.38140/pie.v39i2.4371

Book reviews

  • Teacher education for transformative agency: Critical perspectives on design, content and pedagogy

    Prof Saloshna Vandeyar
    356-358
    DOI: https://doi.org/10.38140/pie.v39i2.5395