Vol. 40 No. 4 (2022)

View 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
    DOI: https://doi.org/10.38140/pie.v40i4.7003

Research articles

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

    4-18
    DOI: https://doi.org/10.38140/pie.v40i4.6379

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

    Olutoyin Olaitan, Nosipho Mavuso
    19-37
    DOI: https://doi.org/10.38140/pie.v40i4.6638

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

    Riashna Sithaldeen, Ermien van Pletzen
    38-54
    DOI: https://doi.org/10.38140/pie.v40i4.6005

  • 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
    DOI: https://doi.org/10.38140/pie.v40i4.6469

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

    Angelo Fynn
    70-88
    DOI: https://doi.org/10.38140/pie.v40i4.6298

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

    Nthuna Juliet Ramohai, Somarie Holtzhausen
    89-103
    DOI: https://doi.org/10.38140/pie.v40i4.6190

  • Entrenching internationalisation in African Higher Education Institutions

    Kunle Musbaudeen Oparinde, Vaneshree Govender, Sibusiso Moyo
    104-116
    DOI: https://doi.org/10.38140/pie.v40i4.6849

  • 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
    DOI: https://doi.org/10.38140/pie.v40i4.6573

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

    Hannelie Du Preez, Joyce West
    135-151
    DOI: https://doi.org/10.38140/pie.v40i4.6186

  • Professional learning by mathematics teachers through video-stimulated recall

    Benita P Nel
    152-164
    DOI: https://doi.org/10.38140/pie.v40i4.6133

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

    Jacques Verster, Yusuf Sayed
    165-179
    DOI: https://doi.org/10.38140/pie.v40i4.6654

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

    Saloshna Vandeyar, Lwazi Ziqubu
    180-195
    DOI: https://doi.org/10.38140/pie.v40i4.6414

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

    Zandra de Villiers, Dr Elna Barnard
    196-214
    DOI: https://doi.org/10.38140/pie.v40i4.6743

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

    Gloria Marsay
    215-226
    DOI: https://doi.org/10.38140/pie.v40i4.6078

  • 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
    DOI: https://doi.org/10.38140/pie.v40i4.6191

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

    Chane De Jager, Paul Karel Triegaardt
    245-261
    DOI: https://doi.org/10.38140/pie.v40i4.6635

  • Discourse in curriculum policy enactment: a focus on leadership practices

    René Terhoven
    262-275
    DOI: https://doi.org/10.38140/pie.v40i4.6003

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

    Laurette Fourie, Parvathy Naidoo
    276-295
    DOI: https://doi.org/10.38140/pie.v40i4.6583

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

    Frenchesca June Clark , Paul Triegaardt
    296-311
    DOI: https://doi.org/10.38140/pie.v40i4.6812

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

    Johan Kruger, Johan Beckmann, Andre Du Plessis
    312-324
    DOI: https://doi.org/10.38140/pie.v40i4.5735

Opinion Piece

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

    Jos Beelen
    325-327
    DOI: https://doi.org/10.38140/pie.v40i4.7004