Africa Education Review最新文献_第7页

Training Staff and Students in Psychology in the R Computer Language: Implications for the Psychology Curriculum in South Africa 用R计算机语言培训员工和学生的心理学：对南非心理学课程的启示

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Africa Education Review Pub Date : 2021-03-04 DOI: 10.1080/18146627.2022.2107940

B. Coetzee, A. Kagee

{"title":"Training Staff and Students in Psychology in the R Computer Language: Implications for the Psychology Curriculum in South Africa","authors":"B. Coetzee, A. Kagee","doi":"10.1080/18146627.2022.2107940","DOIUrl":"https://doi.org/10.1080/18146627.2022.2107940","url":null,"abstract":"Abstract In psychology departments in South Africa, the Statistical Package for the Social Sciences (SPSS) is routinely used for quantitative analysis. While SPSS has a user-friendly interface, it does not permit application of some of the more sophisticated analytic approaches and therefore has limited functionality. The programming language R can perform most statistical functions. However, research on user experiences of R and its integration into the psychology curriculum in South Africa is lacking in the literature. To better understand the acceptability of integrating R into psychology training at a local residential university, we interviewed ten staff and students with a background in psychology about their experiences of a six-session R training course in November 2017. The interviews were transcribed verbatim and the data were analysed thematically using ATLAS.ti v8. We identified three super-ordinate themes that provided insights into our participants’ experiences of the software and the workshop. Participants spoke about the various advantages and useful functionalities of R and described it as a sought-after skill in research. They spoke about challenges they experienced with the software and preferred menu-driven software such as SPSS and perceived such tools as being easier to learn, time saving and more user-friendly. They also indicated that their limited statistical skills and knowledge influenced their willingness to pursue software like R in future. We found that there is sufficient curiosity and interest among staff and students in psychology about learning new statistical programs and integrating R into the curriculum.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"33 - 50"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46160540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring Mathematical Thinking Skills: Framework and Test Development for Secondary School Students 中学生数学思维能力测试:框架与测试开发

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.1961088

Amir Zaman, Riaz Ahmad, A. Ghaffar, M. Hussain

引用次数: 0

Research on Reflective Practice in TESOL, by Thomas S. C. Farrell 《英语教学中的反思性实践研究》，作者:Thomas s.c. Farrell

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.2012087

Özge Özsoy, Hilal Peker

{"title":"Research on Reflective Practice in TESOL, by Thomas S. C. Farrell","authors":"Özge Özsoy, Hilal Peker","doi":"10.1080/18146627.2021.2012087","DOIUrl":"https://doi.org/10.1080/18146627.2021.2012087","url":null,"abstract":"Research on Reflective Practice in TESOL, by Thomas S. C. Farrell (2018), is a very comprehensive book and includes nine chapters focusing on 138 research studies on reflective practices in Teaching English to Speakers of Other Languages (TESOL). The book could be used as a well-organised guide for those who are interested in finding out more about research studies that have been conducted on teacher reflective practice over the past decade. Looking at the structural side of the book, it can be said that the chapters are easy to scan through because each one includes an introduction, which summarises what the chapter entails, and a conclusion, which summarises the content of the chapter. Thus, the reader can easily navigate through the book. In terms of its content, both preservice and in-service teachers as well as teacher trainers can benefit equally from the book if they would like to learn more about the empirical body of literature written on the realm of reflective practice. The reflective questions provided for each section in each chapter would especially be invaluable for practitioners, as these questions would help them reflect in a more systematic and detailed way.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"119 - 123"},"PeriodicalIF":0.4,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa 南非农村和乡镇学校实施电子教材的障碍

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2022.2064310

Michack Mandla Masango, L. van Ryneveld, M. Graham

{"title":"Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa","authors":"Michack Mandla Masango, L. van Ryneveld, M. Graham","doi":"10.1080/18146627.2022.2064310","DOIUrl":"https://doi.org/10.1080/18146627.2022.2064310","url":null,"abstract":"Abstract The use of information and communications technology (ICT) is gradually increasing in South African schools. In the Gauteng province, the Department of Education has prioritised the provisioning of electronic textbooks (ebooks) to public schools since 2014. However, to this day, there seem to be multiple barriers that hamper the adoption and use of digital technologies, and specifically ebooks. This study was premised on the technology acceptance model, and a mixed-method approach was used with an online questionnaire and a semi-structured interview protocol as the data collection instruments. For the qualitative data, thematic analysis was used to identify themes and patterns. For the quantitative data, descriptive statistics, such as frequencies and percentages, and inferential statistics, such as the two-proportions z-test and the chi-square test of independence, were utilised. Results indicated that although portable electronic devices that facilitate the reading of ebooks are readily available at public schools in Gauteng, the availability and use of ebooks are still very limited. The results also show that the participants found digital resources easy to use and easy to navigate and indicated that teachers would like to have more training to fully develop the necessary skills required to implement the ebooks effectively. Teachers do not seem to have adequate time to prepare teaching materials and learning activities using these ebooks. In this article, the barriers to the successful implementation of ebooks are explored, and the article culminates in putting forward some guidelines to create an enabling environment to support the successful adoption of ebooks in schools.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"86 - 118"},"PeriodicalIF":0.4,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47676266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of Classroom Noise on Learning: Perceptions of Grade 10–12 Girl Learners 课堂噪音对学习的影响：10-12年级女生的认知

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.2004551

Paul Goldschagg, Tanya L. Bekker

{"title":"Effects of Classroom Noise on Learning: Perceptions of Grade 10–12 Girl Learners","authors":"Paul Goldschagg, Tanya L. Bekker","doi":"10.1080/18146627.2021.2004551","DOIUrl":"https://doi.org/10.1080/18146627.2021.2004551","url":null,"abstract":"Abstract Noise disturbance has been recognised as a problem in schools, affecting the intelligibility of speech, and consequently, educational outcomes. Whilst research has explained various effects of noise on learning, less is known about specific learner populations’ perceptions of the effects of noise on their learning. This article reports on a study that compared the noise perceptions of learners at two all-girls high schools (one comprising mostly English home-language speakers; the other English second-language speakers) in Johannesburg, South Africa. The findings of the purposive questionnaire survey that was administered to girls aged 15–18 are presented. Sound measurements are considered alongside questionnaire data and published standards for acceptable classroom noise. Higher levels of noise interference were reported by second-language speakers, which suggest that increased language processing demands make these learners more susceptible to the negative effects of noise. Thus, the implications point to the need for schools to recognise and minimise the negative effects of noise particularly when learners are engaged in tasks of higher order cognitive demand or when teachers are verbally presenting new or complex concepts. This is particularly true for girls for whom English is their second language.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"46 - 64"},"PeriodicalIF":0.4,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48188423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning 同步非正式和正式学习空间以促进在线协作学习

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.1954536

A. Venter

{"title":"Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning","authors":"A. Venter","doi":"10.1080/18146627.2021.1954536","DOIUrl":"https://doi.org/10.1080/18146627.2021.1954536","url":null,"abstract":"Abstract While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management systems and high drop-out rates. At the same time, students engage in extensive, needs-driven informal collaborations on a spectrum of offline and online platforms in support of their learning. It seems pertinent to understand the process though which students self-direct their learning across different learning spaces. A combination of focus groups and personal interviews was used during a qualitative study to gain in-depth feedback from a variety of online students in an online course at the University of South Africa (Unisa). Unisa is a large open distance learning (ODL) institution in South Africa and hosts students from diverse social backgrounds. Insights about student collaborations emerged after a thematic analysis, grounding the results in a social capital theoretical framework. The results indicate that students engage in social networking across various learning platforms, establishing a variety of social ties with perceived learning benefits, deriving value from the social capital fund in the respective social ties. Online educators can gain useful insight from understanding the process and value of students’ self-initiated participation in informal learning spaces to find ways for improved student participation in online learning. Practical ideas are offered as to how student collaborative learning can be facilitated by integrating formal and informal learning spaces in a seamless learning environment.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"1 - 15"},"PeriodicalIF":0.4,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2021.1954536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48740366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Raising Consciousness of Gender Oppression through a Transformed Curriculum 通过课程改革提高性别压迫意识

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.1979894

K. Teise, Emma Groenewald, Anthony Mpisi

{"title":"Raising Consciousness of Gender Oppression through a Transformed Curriculum","authors":"K. Teise, Emma Groenewald, Anthony Mpisi","doi":"10.1080/18146627.2021.1979894","DOIUrl":"https://doi.org/10.1080/18146627.2021.1979894","url":null,"abstract":"Abstract Since South Africa’s transition to democracy, numerous policies have been enacted to address gender oppression. Taking its cue from the country’s constitution, these policies and acts, such as the Higher Education Act (1997), aim, in particular, to promote social justice by addressing gender imbalances in society. Likewise, the vision of Sol Plaatje University includes advancing social justice by addressing gender oppression. The prevalence of various types of violence against women suggests that South African women are still being oppressed; it also points to power imbalances within society that are aimed at maintaining the status quo. This paper seeks to explore the value of an education module at Sol Plaatje University to raise the consciousness of first-year education students about gender oppression. Data were generated through three reflective narratives, through which six students from diverse ethnic and linguistic backgrounds were requested to reflect on and narrate their socialisation and their experience of the module. We used Harro’s (2000b) cycle of socialisation and Love’s (2000) cycle of liberation as lenses to make sense of the students’ experiences of gender and the module. Indications from the narratives are that this particular module has the potential to raise student teachers’ consciousness about gender oppression.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"27 - 45"},"PeriodicalIF":0.4,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Turnover Intention in Nigerian Universities: Do Academics’ Spirituality and the Spiritual Climate Matter? 尼日利亚大学的离职意向:学者的灵性与精神氛围重要吗?

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Africa Education Review Pub Date : 2020-11-01 DOI: 10.1080/18146627.2022.2063750

L. Vem, R. B. Tuamyil, Samuel A. Ocholi, R. Thurasamy

引用次数: 2

Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola 教师绩效评估作为一种形成性经验:以安哥拉本格拉两所教师培训学校为例

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Africa Education Review Pub Date : 2020-09-02 DOI: 10.1080/18146627.2021.1959357

M. Abelha, Paulo Jesus, S. Fernandes, A. Albuquerque, A. Vidal

{"title":"Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola","authors":"M. Abelha, Paulo Jesus, S. Fernandes, A. Albuquerque, A. Vidal","doi":"10.1080/18146627.2021.1959357","DOIUrl":"https://doi.org/10.1080/18146627.2021.1959357","url":null,"abstract":"Abstract Teacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers’ early training, teachers’ professional development, school management, and promotion of critical reflexivity and self-regulation among teachers and school administrators. The main purpose of this study is to understand how the TA process is implemented in teachers’ training schools in Angola. Four research objectives were established: i) to identify teachers’ perceptions of TA’s goals; (ii) to characterise the procedures and instruments used in TA; (iii) to describe the impact of TA on teachers’ career; and (iv) to present proposals for improving the TA process. The study adopts a qualitative research design with a descriptive and interpretive approach. Research data were collected through semi-structured interviews, participant observation, and document analysis, involving a sample of 13 teachers in two different teachers’ training schools in the province of Benguela, Angola. The results show that the implementation of TA is not highly effective because of two main reasons: firstly, evaluators lack specific training and expertise; secondly, evaluated teachers perceive this process as being unfair and useless, given that they do not consider themselves accurately appraised and that the TA system, violating legal regulations, has no effects on career development or salary recognition.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"132 - 156"},"PeriodicalIF":0.4,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Problematising Mentoring in Open Distance Learning Teacher Education: An Action Research 远程开放教师教育问题辅导的行动研究

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Africa Education Review Pub Date : 2020-09-02 DOI: 10.1080/18146627.2021.1959356

T. Nenjerama

引用次数: 0