Vol. 42 No. 4 (2024)

View Vol. 42 No. 4 (2024)
DOI: https://doi.org/10.38140/pie.v42i4
Published: 2024-12-06

Editorial

  • Editorial

    Jan Nieuwenhuis
    1-3
    DOI: https://doi.org/10.38140/pie.v42i4.8894

Research articles

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

    Christiaan Bezuidenhout, Melanie Moen
    4-23
    DOI: https://doi.org/10.38140/pie.v42i4.7188

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

    Thuto Polonyana, Moeniera Moosa
    24-38
    DOI: https://doi.org/10.38140/pie.v42i4.7212

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

    Warda Khan, Muhammad Rashid Saeed, Richard Lee
    39-53
    DOI: https://doi.org/10.38140/pie.v42i4.7193

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

    Sophie Etomes
    54-69
    DOI: https://doi.org/10.38140/pie.v42i4.7899

  • 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
    DOI: https://doi.org/10.38140/pie.v42i4.7891

  • 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
    DOI: https://doi.org/10.38140/pie.v42i4.7799

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

    Lize-Mari Mitchell, Caroline Suransky
    115-133
    DOI: https://doi.org/10.38140/pie.v42i4.8100

  • 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
    DOI: https://doi.org/10.38140/pie.v42i4.7101

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

    Noelene Simone Ross, Mogiveny Rajkoomar
    153-170
    DOI: https://doi.org/10.38140/pie.v42i4.8153

  • Deradicalising student unrest in South Africa using decolonial approach

    Bunmi Isaiah Omodan
    171-185
    DOI: https://doi.org/10.38140/pie.v42i4.7017

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

    Tuelo, Matjokana
    201-215
    DOI: https://doi.org/10.38140/pie.v42i4.7636

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

    Natalie Smith, Somarie Holtzhausen
    186-200
    DOI: https://doi.org/10.38140/pie.v42i4.8223

  • 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
    DOI: https://doi.org/10.38140/pie.v42i4.8029

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

    Nadia Swanepoel, Kakoma Luneta
    232-249
    DOI: https://doi.org/10.38140/pie.v42i4.7373

  • 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
    DOI: https://doi.org/10.38140/pie.v42i4.8202

  • 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
    DOI: https://doi.org/10.38140/pie.v42i4.7296

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

    Mark Wilson-Trollip
    283-304
    DOI: https://doi.org/10.38140/pie.v42i4.8431

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

    Brandon Arendse, Heather Nadia Phillips, Zayd Waghid
    305-319
    DOI: https://doi.org/10.38140/pie.v42i4.7044

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

    Thelma Mkhabele, Ephraim Kgwete, Nevensha Sing
    320-332
    DOI: https://doi.org/10.38140/pie.v42i4.7422

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

    Samantha Hoffman, Rouaan Maarman
    333-348
    DOI: https://doi.org/10.38140/pie.v42i4.8048

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

    Kamlawthee Dhanpat, Suraiya Rathankoomar Naicker
    349-365
    DOI: https://doi.org/10.38140/pie.v42i4.8510