Vol. 42 No. 2 (2024)

Research articles

• Editorial

  Jan Nieuwenhuis

  1-3

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• Pedagogy of care in online teaching and learning environments at tertiary institutions through the eyes of Freire

  Doniwen Pietersen

  4-14

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• Universal Design for Learning and writing centres in South African higher education

  Desiree Moodley

  15-30

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• Students experience stories as lenses for sense-making of the transition to higher education

  Deborah Lees, Andre van Zyl

  31-45

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• Effects of same-year/level peer-assisted learning on academic performance of students in health sciences extended curriculum programmes at a University of Technology in South Africa

  Róan Slabbert

  46-59

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• Educational resources leveraged by students at a private higher education institution during COVID-19 pandemic

  Priya Ramgovind, Mbali Cynthia Valashiya, Shamola Pramjeeth

  60-76

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• Crossing boundaries: Beginner teachers transitioning from university graduates to full legitimate participants in the teaching profession

  Ruben Daniels, Lucinda Du Plooy

  77-92

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• How pre-service teachers talk about observed lessons: Implications for teacher education

  Dale Langsford

  93-109

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• Pedagogy with a heartbeat: The transformative potential of citizen science in education

  Jacqueline Goldin, Carolina Suransky

  110-127

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• The relationship between the philosophy of Ubuntu and the principles of inclusive education

  Jabulani Mpofu, Maximus Sefotho

  128-144

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• Secondary school students' perceptions of the 21st -Century 4Cs in Zimbabwe

  Ottilia Goto, Jameson Goto

  145-161

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• The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry

  Fungirai Mudhefi, Koena Mabotja, Dimakatjo Muthelo

  162-175

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• Exploring school support stakeholders’ perceptions in identifying learning barriers: the case study of selected rural schools in the Eastern Cape

  Pateka Jama, Andrea Mqondiso Buka, Shantha Naidoo, Tshepang Jacob Moloi

  171-191

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• Chronicling participants’ understanding and experiences of integrating ICT into the teaching of geography in South African schools

  Bongumusa Gubevu, Vusi Mncube

  192-205

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• Middle leaders pursuing teacher safety against learner victimization: A policy document analysis

  Edwin Darrell de Klerk, June Monica Palmer

  206-222

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• The school management team’s role of defining the school vision and mission at a South African rural school

  Selaelo Maifala

  223-237

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• To mentor and be mentored in Grade R

  Mastura Jamodien-Jardine, Naseema Shaik, Stanley Anthony Adendorff

  238-251

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• Foundation phase male teachers’ reflections in teaching of comprehensive sexuality education in the Eastern Cape province of South Africa

  Obakeng Kagola

  252-266

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• A bilingual-bicultural literacy programme for deaf learners in Namibia

  Beausetha Bruwer, Annalene van Staden, Lodewyk du Plessis

  267-281

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• The right to education for children with autism in Lesotho: A review of the legal and policy frameworks

  Mahlape Tseeke, Kelello Alicia Rakolobe

  282-293

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• A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase

  Jossie Steyn, Mariette Koen, Hantie Theron

  294-307

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• The World Bank’s neoliberal agenda and inclusive education in post-apartheid South African schools

  Nomsa Mnisi, Thokozani Mathebula

  308-321

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