South African Journal of Education最新文献_第6页

Effect of inclusive practices on attitudes: A meta-analysis study 包容性实践对态度的影响：一项荟萃分析研究

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-02-28 DOI: 10.15700/saje.v43n1a2212

Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi

{"title":"Effect of inclusive practices on attitudes: A meta-analysis study","authors":"Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi","doi":"10.15700/saje.v43n1a2212","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2212","url":null,"abstract":"With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium 国家高级证书考试对课堂实践的影响:经验丰富的教师在化学平衡教学中的教学选择

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a1982

Lebala Kolobe, Paul Hobden

引用次数: 0

Comparative analysis between a STEM-based learning process and traditional teaching 基于STEM的学习过程与传统教学的比较分析

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2057

J. López-Belmonte, A. Segura-Robles, Antonio-José Moreno-Guerrero, M. Parra-González

{"title":"Comparative analysis between a STEM-based learning process and traditional teaching","authors":"J. López-Belmonte, A. Segura-Robles, Antonio-José Moreno-Guerrero, M. Parra-González","doi":"10.15700/saje.v42ns1a2057","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2057","url":null,"abstract":"The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students’ motivation and qualifications.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49275968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring financial risk management practices in selected Tshwane schools 探索茨瓦纳选定学校的财务风险管理实践

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2123

Jane Tsharane, M. Bussin

{"title":"Exploring financial risk management practices in selected Tshwane schools","authors":"Jane Tsharane, M. Bussin","doi":"10.15700/saje.v42ns1a2123","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2123","url":null,"abstract":"With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals’ roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of an integrated active-lessons programme on vocabulary and narrative comprehension in pre-school children 综合主动课程对学龄前儿童词汇和叙事理解的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2188

Alba Cámara-Martínez, Sara Suárez-Manzano, E. J. Martínez-López, Alberto Ruiz-Ariza

引用次数: 0

Relationship between situational determinants of teachers’ perceptions of organisational politics and job satisfaction 教师组织政治感知的情境决定因素与工作满意度的关系

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2127

M. Mokgolo, M. Dikotla

引用次数: 0

Characterisation of flipped classroom teaching in multigrade rural schools 农村多年级学校翻转课堂教学的特点

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2211

Javier Castillo-López, Daniel Domínguez Figaredo

引用次数: 0

The consistency of the Teele Multiple Intelligence Inventory (TIMI) scale with children’s preferences in investigating the intelligence areas of preschool children 蒂勒多元智力量表(TIMI)在学龄前儿童智力领域调查中与儿童偏好的一致性

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2135

Miray Özözen Danacı, Sırma Seda Bapoğlu Dümenci

引用次数: 0

The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province 利用信息通信技术资源改造西北省博贾纳拉区中学教学

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2098

A. Molotsi

{"title":"The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province","authors":"A. Molotsi","doi":"10.15700/saje.v42ns1a2098","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2098","url":null,"abstract":"In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled – 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell’s 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, in-service training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Foundation Phase teachers’ challenges in teaching reading in South Africa 南非基础阶段教师在阅读教学中面临的挑战

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2219

Murunwa Dagada

{"title":"Foundation Phase teachers’ challenges in teaching reading in South Africa","authors":"Murunwa Dagada","doi":"10.15700/saje.v42ns1a2219","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2219","url":null,"abstract":"The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers’ inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0