Vol. 41 No. 4 (2023)

View Vol. 41 No. 4 (2023)
DOI: https://doi.org/10.38140/pie.v41i4
Published: 2023-12-15

Editorial

  • Editorial

    Jan Nieuwenhuis
    DOI: https://doi.org/10.38140/pie.v41i4.7827

Research articles

  • Investigating nomophobia as a possible mental health disorder in Gauteng public schools

    Nico Botha, Zyliekha Julie Matwadia
    DOI: https://doi.org/10.38140/pie.v41i4.7381

  • Teachers’ perceptions of the psycho-social effects of COVID-19 on learners’ well-being in South African schools

    Oliver Gore, Corlia Twine, Johan Botha, Shantha Naidoo
    DOI: https://doi.org/10.38140/pie.v41i4.7042

  • Self-Assessment Inclusion Scale (SAIS): a tool for measuring inclusive competence and sensitivity

    Alexandros Argyriadis, Panagiotis Paoullis, Eleni Samsari, Agathi Argyriadi
    DOI: https://doi.org/10.38140/pie.v41i4.7294

  • Regular schools as a straitjacket for zone of proximal development A Vygotskian Perspective of Malawian Inclusive Secondary Education

    Ben de Souza
    DOI: https://doi.org/10.38140/pie.v41i4.6880

  • The implementation of the curriculum and assessment policy statement School managers’ perspectives and experiences

    Pinkie Mabunda
    DOI: https://doi.org/10.38140/pie.v41i4.6702

  • Critical reading for critical engagement with English literature: a critical reflective study

    John Simango
    DOI: https://doi.org/10.38140/pie.v41i4.6990

  • Why teach in the foundation phase: Motives of males at a university in Johannesburg, South Africa

    Michaela Moodley, Moeniera Moosa
    DOI: https://doi.org/10.38140/pie.v41i4.6656

  • Strategies to support progressed South African Grade 12 Mathematics learners

    Lineo Kolobe, Maryke Anneke Mihai
    DOI: https://doi.org/10.38140/pie.v41i4.7544

  • The economic rationale for the provision of technical/vocational education (TVE) in colonial Ghana: Implications for practice

    Philip Oti-Agyen
    DOI: https://doi.org/10.38140/pie.v41i4.6998

  • Adult education as care work in a South African prison: the role of adult educators

    Doria Daniels
    DOI: https://doi.org/10.38140/pie.v41i4.6924

  • Principals’ servant leadership practices and teacher motivation: Perspectives from South African rural schools’ context

    Melesa Shula
    DOI: https://doi.org/10.38140/pie.v41i4.7196

  • Exploring collaborative strategies used by school management teams to sustain parental involvement in Xhariep District schools

    Thabo Walter Sesinyi, Ntombizandile Gcelu
    DOI: https://doi.org/10.38140/pie.v41i4.7102

  • The oversight functions of school governing bodies in the management of budgets

    Junaid King, Raj Mestry
    DOI: https://doi.org/10.38140/pie.v41i4.7512

  • Discipline in the parental home and at school: Instead of the “blame game”, a caring community

    Johannes L. Van der Walt, Nico A. Broer, Nicholus Mollo, Kgale Mampane, Charl C. Wolhuter
    DOI: https://doi.org/10.38140/pie.v41i4.7318

  • Grade R teachers’ perceptions concerning parental participation in early literacy development in a disadvantaged context in the Western Cape

    Naseema Shaik
    DOI: https://doi.org/10.38140/pie.v41i4.7349

  • Auditing public schools' financial records: A study of financial management from the eyes of relevant stakeholders

    Simon Diatleng Sebidi, Adebunmi Yetunde Aina, Ephraim Matala Kgwete
    DOI: https://doi.org/10.38140/pie.v41i4.7105

  • Differing priorities: International research collaboration trends of South African universities, 2012-2021

    Savo Heleta, Divinia Jithoo
    DOI: https://doi.org/10.38140/pie.v41i4.7471

  • Systemic reviews: Financing of higher education internationalisation

    Ti Liu, Aminuddin Hassan, Mohd Ashraff Bin Mohd Anuar
    DOI: https://doi.org/10.38140/pie.v41i4.7340

  • A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic

    Sfiso Cebolenkosi Mahlaba, Keabetswe Gordon Sekano
    DOI: https://doi.org/10.38140/pie.v41i4.6181

  • Insights into the effects of the Covid-19 pandemic on postgraduate students at a university of technology

    Raisuyah Bhagwan
    DOI: https://doi.org/10.38140/pie.v41i4.6668

  • ‘Sometimes I wonder if our best really is our best’: Tutor reflections on the challenges of shifting to online tutoring during the pandemic

    Martina Van Heerden, Sharita Bharuthram
    DOI: https://doi.org/10.38140/pie.v41i4.6744

  • Reflecting on why transformation students in a comprehensive bursary programme may be academically unsuccessful

    Juan Mendelsohn Ontong, Sybil Smit
    DOI: https://doi.org/10.38140/pie.v41i4.7221

  • First-year university students’ understanding of function concepts encountered in Grade 12 Mathematics: a case study

    Aneshkumar Maharaj
    DOI: https://doi.org/10.38140/pie.v41i4.6578

  • An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

    Desireé Pearl Larey
    DOI: https://doi.org/10.38140/pie.v41i4.6891

  • Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes

    Róan Slabbert, Jeanette Du Plessis, Mpho Jama
    DOI: https://doi.org/10.38140/pie.v41i4.7551

  • Even hungrier for knowledge: A 10-year follow-up study on vulnerability to food insecurity amongst students at the University of KwaZulu-Natal

    Nicholas Munro, Lindani Msimango
    DOI: https://doi.org/10.38140/pie.v41i4.6852

  • Bridging gender disparities in the teaching profession in tertiary institutions for globalisation

    Patricia A. O. Etejere, Felicia K. Oluwalola, Omotayo Adewale Awodiji, Amudalatu A. Sagaya
    DOI: https://doi.org/10.38140/pie.v41i4.7040

  • The complexities of delivering a home-school based comprehensive sexuality curriculum to visually impaired learners

    Lindokuhle Ubisi
    DOI: https://doi.org/10.38140/pie.v41i4.7082