Vol. 40 No. 4 (2022)

DOI: https://doi.org/10.38140/pie.v40i4

Published: 2022-12-23

Editorial

Editorial

Corene de Wet, Acting Editor-in-Chief

1-3
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Research articles

Student poverty in South African universities: Promoting the wellbeing and success of students

4-18
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Investigating the challenges faced by female students in STEM courses: case study of a traditional South African University

Olutoyin Olaitan, Nosipho Mavuso

19-37
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Applying systems principles to achieve greater integration of student support at a decentralised institution

Riashna Sithaldeen, Ermien van Pletzen

38-54
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The effectiveness of a first-year module presented as an accelerated learning programme to repeating students for subsequent learning

Juan M. Ontong, Armand Bruwer, Chrystal Schonken

55-69
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Academic burnout among Open Distance e-Learning students during the COVID-19 pandemic

Angelo Fynn

70-88
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Academic women departmental heads’ coping mechanisms during COVID-19: A capabilities approach perspective

Nthuna Juliet Ramohai, Somarie Holtzhausen

89-103
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Entrenching internationalisation in African Higher Education Institutions

Kunle Musbaudeen Oparinde, Vaneshree Govender, Sibusiso Moyo

104-116
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First-year university students' conceptual understanding of electric circuits in relation to school and personal background

Moreen Coetzee, Corene Coetzee, Prof Estelle Gaigher

117-134
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Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework

Hannelie Du Preez, Joyce West

135-151
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Professional learning by mathematics teachers through video-stimulated recall

Benita P Nel

152-164
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Development of teacher knowledge in an initial teacher education programme qualifying mathematics teachers

Jacques Verster, Yusuf Sayed

165-179
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Rupturing the laws of discourse: Learner agency in the construction of their identity in school discourses

Saloshna Vandeyar, Lwazi Ziqubu

180-195
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Grade 1 teachers’ experiences of supporting learners living with attention-deficit/ hyperactivity disorder (ADHD)

Zandra de Villiers, Dr Elna Barnard

196-214
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Educators’ perspectives on the relevance of Social and Emotional Learning skills in South Africa

Gloria Marsay

215-226
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Teacher factors influencing Grade 12 Accounting learners’ performance in the Eswatini General Certificate Secondary Examination

Msizi Vitalis Mkhize, Muntuwenkosi Abraham Mtshali, Khumbuzile Sithebe

227-244
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Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school

Chane De Jager, Paul Karel Triegaardt

245-261
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Discourse in curriculum policy enactment: a focus on leadership practices

René Terhoven

262-275
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Middle leaders and managers’ perspectives of distributive leadership during COVID-19

Laurette Fourie, Parvathy Naidoo

276-295
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Future-fit leaders for future-fit schools: Principal narratives of leading rural primary schools for 4IR imperatives

Frenchesca June Clark , Paul Triegaardt

296-311
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The management and governance conundrum in South African public schools: principals’ perspectives

Johan Kruger, Johan Beckmann, Andre Du Plessis

312-324
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Opinion Piece

Why we should continue to ask critical questions about internationalisation at home

Jos Beelen

325-327
- PDF

Vol. 40 No. 4 (2022)

Editorial

Editorial

Research articles

Student poverty in South African universities: Promoting the wellbeing and success of students

Investigating the challenges faced by female students in STEM courses: case study of a traditional South African University

Applying systems principles to achieve greater integration of student support at a decentralised institution

The effectiveness of a first-year module presented as an accelerated learning programme to repeating students for subsequent learning

Academic burnout among Open Distance e-Learning students during the COVID-19 pandemic

Academic women departmental heads’ coping mechanisms during COVID-19: A capabilities approach perspective

Entrenching internationalisation in African Higher Education Institutions

First-year university students' conceptual understanding of electric circuits in relation to school and personal background

Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework

Professional learning by mathematics teachers through video-stimulated recall

Development of teacher knowledge in an initial teacher education programme qualifying mathematics teachers

Rupturing the laws of discourse: Learner agency in the construction of their identity in school discourses

Grade 1 teachers’ experiences of supporting learners living with attention-deficit/ hyperactivity disorder (ADHD)

Educators’ perspectives on the relevance of Social and Emotional Learning skills in South Africa

Teacher factors influencing Grade 12 Accounting learners’ performance in the Eswatini General Certificate Secondary Examination

Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school

Discourse in curriculum policy enactment: a focus on leadership practices

Middle leaders and managers’ perspectives of distributive leadership during COVID-19

Future-fit leaders for future-fit schools: Principal narratives of leading rural primary schools for 4IR imperatives

The management and governance conundrum in South African public schools: principals’ perspectives

Opinion Piece

Why we should continue to ask critical questions about internationalisation at home

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