Vol. 42 No. 4 (2024)

DOI: https://doi.org/10.38140/pie.v42i4

Published: 2024-12-06

Editorial

Editorial

Jan Nieuwenhuis

1-3
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Research articles

Sadness in young children and the inadequate development of inner outer containment in childhood

Christiaan Bezuidenhout, Melanie Moen

4-23
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Violence in secondary schools: Educators experiences in Soweto, South Africa

Thuto Polonyana, Moeniera Moosa

24-38
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How teacher behaviour influences learning performance: The mediating role of student motivation

Warda Khan, Muhammad Rashid Saeed, Richard Lee

39-53
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Strategies for sustaining teachers’ engagement by heads of departments in higher education institutions in Cameroon: Insights from Ubuntu

Sophie Etomes

54-69
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Pedagogic and programmes change and the enhancement of relevance of state higher education system in Cameroon

Maxmillian Younyi Tigma, Sophie Etomes, Roland Ndille

70-100
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A reflection on the significance of researchers' narratives in commissioned qualitative studies: A case study of four South African universities

Alois Sibaningi Baleni

101-114
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Beyond assumptions: Rethinking intercultural competence development in North-South virtual exchanges

Lize-Mari Mitchell, Caroline Suransky

115-133
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Work-integrated learning at the interface of the COVID-19 pandemic: An exploratory study at a university of technology in South Africa

Raisuyah Bhagwan, Lyrise Naidu

134-152
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Exploring current student-centred assessment practices in higher education towards adaptive graduates

Noelene Simone Ross, Mogiveny Rajkoomar

153-170
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Deradicalizing student unrest in South Africa using decolonial approach

Bunmi Isaiah Omodan

171-185
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Barriers to collaboration in implementing Early Childhood Care and Education policies in Gauteng province, South Africa

Tuelo, Matjokana

201-215
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A transformative theory-based framework for intermediate phase pre-service language teachers’ application of transformative assessment practices

Natalie Smith, Somarie Holtzhausen

186-200
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The mediating effect of early literacy activities on the relationship between parents’ reading attitudes and reading comprehension among primary school students

Siti Wan Aminah Wan Norudin, Norlizah Che Hassan, Marzni Mohamed Mokhtar, Maizura Yasin

216-231
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The development of the word sum-wheel to enhance Grade 3 teachers’ mathematic word problem solving instruction.

Nadia Swanepoel, Kakoma Luneta

232-249
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Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study

Petra Engelbrecht, Hannelie Louw, Julialet Rens

250-266
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Visiting the musicking space in-between music education and community music: The place where music-kings and queens hold sway

Esmari Oellermann, Ronel de Villiers

267-282
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Harnessing AI for peer-to-peer learning support: Insights from a bibliometric analysis

Mark Wilson-Trollip

283-304
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Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance

Brandon Arendse, Heather Nadia Phillips, Zayd Waghid

305-319
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The induction process of novice teachers in primary schools: experiences of school management teams

Thelma Mkhabele, Ephraim Kgwete, Nevensha Sing

320-332
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Teachers' voices and quality education in the basic education discourse in South Africa

Samantha Hoffman, Rouaan Maarman

333-348
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Perceptions of principals and district officials regarding how the school district supports principals’ instructional leadership

Kamlawthee Dhanpat, Suraiya Rathankoomar Naicker

349-365
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Vol. 42 No. 4 (2024)

Editorial

Editorial

Research articles

Sadness in young children and the inadequate development of inner outer containment in childhood

Violence in secondary schools: Educators experiences in Soweto, South Africa

How teacher behaviour influences learning performance: The mediating role of student motivation

Strategies for sustaining teachers’ engagement by heads of departments in higher education institutions in Cameroon: Insights from Ubuntu

Pedagogic and programmes change and the enhancement of relevance of state higher education system in Cameroon

A reflection on the significance of researchers' narratives in commissioned qualitative studies: A case study of four South African universities

Beyond assumptions: Rethinking intercultural competence development in North-South virtual exchanges

Work-integrated learning at the interface of the COVID-19 pandemic: An exploratory study at a university of technology in South Africa

Exploring current student-centred assessment practices in higher education towards adaptive graduates

Deradicalizing student unrest in South Africa using decolonial approach

Barriers to collaboration in implementing Early Childhood Care and Education policies in Gauteng province, South Africa

A transformative theory-based framework for intermediate phase pre-service language teachers’ application of transformative assessment practices

The mediating effect of early literacy activities on the relationship between parents’ reading attitudes and reading comprehension among primary school students

The development of the word sum-wheel to enhance Grade 3 teachers’ mathematic word problem solving instruction.

Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study

Visiting the musicking space in-between music education and community music: The place where music-kings and queens hold sway

Harnessing AI for peer-to-peer learning support: Insights from a bibliometric analysis

Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance

The induction process of novice teachers in primary schools: experiences of school management teams

Teachers' voices and quality education in the basic education discourse in South Africa

Perceptions of principals and district officials regarding how the school district supports principals’ instructional leadership

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