Vol. 40 No. 2 (2022)

DOI: https://doi.org/10.38140/pie.v40i2

Published: 2022-06-08

Editorial

Editorial

Jan Nieuwenhuis

1-2
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Research articles

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

Dr Roy Venketsamy, Zijing Hu

3-16
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Teachers’ experiences of parents' involvement in Foundation Phase learning during COVID-19

Dr Annemie Grobler

17-31
- PDF
Students experiences of demotivating online formative assessment strategies at an open distance learning university

Dr Antonia Makina

32-51
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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
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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
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Connecting embodied learning to social and environmental responsibility for the realisation of Life Orientation outcomes

Pieter Swarts

84-96
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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
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Accessing resources that promote quality education for young children: Experience of early childhood development centres' principals

Adebunmi Aina, Keshni Bipath

113-128
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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
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Measuring risks associated with students of introductory statistics: Scale development and implementation

Wilma Coetzee

143-158
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Student's perceived science inquiry process skills in relation to school type and gender

Christian Bob Nicol, Emmanuel Gakuba, Gonzague Habinshuti

159-174
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Pupil diversity in teacher preparation curriculum

Jana Kratochvílová, Katerina Lojdová, Katerina Vlčková

175-188
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Insights into community engagement at a University of Technology in South Africa A qualitative inquiry with academics

Sandhya Chandramohan, Raisuyah Bhagwan

189-206
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“I decided…”: Agency in Black women professors

Ncamisile Zulu

207-223
- PDF
Towards a humane learner punishment: A Lesotho secondary schools' teachers perspective

Kelello Rakolobe, Tebello Tlali

224-237
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Parental level of education and career decision-making among Grade 12 learners in South Africa

Oluwakemi Ajayi, Moeniera Moosa, Peter Aloka

238-250
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Student leadership: Participation of the representative council of learners in management of school violence in high school

Chidi Idi Eke

251-263
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Vol. 40 No. 2 (2022)

Editorial

Editorial

Research articles

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

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

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

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

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

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

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

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

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

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

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

Pupil diversity in teacher preparation curriculum

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

“I decided…”: Agency in Black women professors

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

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

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

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