Vol. 40 No. 2 (2022)

View Vol. 40 No. 2 (2022)
DOI: https://doi.org/10.38140/pie.v40i2
Published: 2022-06-08

Editorial

  • Editorial

    Jan Nieuwenhuis
    1-2
    DOI: https://doi.org/10.38140/pie.v40i2.6417

Research articles

  • School leaders’ responsibilities for ensuring safe schools for teaching and learning during COVID-19

    Dr Roy Venketsamy, Zijing Hu
    3-16
    DOI: https://doi.org/10.38140/pie.v40i2.5583

  • Teachers’ experiences of parents' involvement in Foundation Phase learning during COVID-19

    Dr Annemie Grobler
    17-31
    DOI: https://doi.org/10.38140/pie.v40i2.5719

  • Students experiences of demotivating online formative assessment strategies at an open distance learning university

    Dr Antonia Makina
    32-51
    DOI: https://doi.org/10.38140/pie.v40i2.5734

  • A quasi-ethnographical exploration of how young learners establish their learning practices in their environmental space: The township community and their homes

    Dr Lucinda du Plooy
    52-68
    DOI: https://doi.org/10.38140/pie.v40i2.5811

  • The experiences of teacher educators managing teaching and learning during times of crises at one initial teacher education provider in South Africa

    Taryn Amos-Williams, Yusuf Sayed, Marcina Singh
    69-83
    DOI: https://doi.org/10.38140/pie.v40i2.5914

  • Connecting embodied learning to social and environmental responsibility for the realisation of Life Orientation outcomes

    Pieter Swarts
    84-96
    DOI: https://doi.org/10.38140/pie.v40i2.6021

  • Adapting to technology tools in a learning environment: A case study of first-year students at a traditional African university

    Olutoyin Olaitan, Nosipho Mavuso
    97-112
    DOI: https://doi.org/10.38140/pie.v40i2.5936

  • Accessing resources that promote quality education for young children: Experience of early childhood development centres' principals

    Adebunmi Aina, Keshni Bipath
    113-128
    DOI: https://doi.org/10.38140/pie.v40i2.5906

  • Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

    Muntuwenkosi Abraham Mtshali, Jabulisile Cynthia Ngwenya, Thandanani Hansford Myende
    129-142
    DOI: https://doi.org/10.38140/pie.v40i2.5617

  • Measuring risks associated with students of introductory statistics: Scale development and implementation

    Wilma Coetzee
    143-158
    DOI: https://doi.org/10.38140/pie.v40i2.5643

  • Student's perceived science inquiry process skills in relation to school type and gender

    Christian Bob Nicol, Emmanuel Gakuba, Gonzague Habinshuti
    159-174
    DOI: https://doi.org/10.38140/pie.v40i2.5667

  • Pupil diversity in teacher preparation curriculum

    Jana Kratochvílová, Katerina Lojdová, Katerina Vlčková
    175-188
    DOI: https://doi.org/10.38140/pie.v40i2.5647

  • Insights into community engagement at a University of Technology in South Africa A qualitative inquiry with academics

    Sandhya Chandramohan, Raisuyah Bhagwan
    189-206
    DOI: https://doi.org/10.38140/pie.v40i2.5919

  • “I decided…”: Agency in Black women professors

    Ncamisile Zulu
    207-223
    DOI: https://doi.org/10.38140/pie.v40i2.5804

  • Towards a humane learner punishment: A Lesotho secondary schools' teachers perspective

    Kelello Rakolobe, Tebello Tlali
    224-237
    DOI: https://doi.org/10.38140/pie.v40i2.5721

  • Parental level of education and career decision-making among Grade 12 learners in South Africa

    Oluwakemi Ajayi, Moeniera Moosa, Peter Aloka
    238-250
    DOI: https://doi.org/10.38140/pie.v40i2.5741

  • Student leadership: Participation of the representative council of learners in management of school violence in high school

    Chidi Idi Eke
    251-263
    DOI: https://doi.org/10.38140/pie.v40i2.5634