South African Journal of Education最新文献_第7页

Teachers’ opinions about elitism in gifted education 资优教育中教师对精英主义的看法

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2171

B. Radulović

引用次数: 0

Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa 南非Vhembe区的中学教师担任课程领导者

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2244

Rebecca Bessong, T. Ogina

引用次数: 0

Exploring the association between teacher-related factors and Grade 9 mathematics achievement 探讨教师相关因素与九年级数学成绩的关系

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2091

S. Bansilal, T. Lephoto, D. North, T. Zewotir

{"title":"Exploring the association between teacher-related factors and Grade 9 mathematics achievement","authors":"S. Bansilal, T. Lephoto, D. North, T. Zewotir","doi":"10.15700/saje.v42ns1a2091","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2091","url":null,"abstract":"Teacher well-being is an important issue that needs to be considered within a teaching environment. However, little research exists about the relationship between teacher well-being and learner performance. In this study we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS) to look at the interplay between teacher-related factors (including stress), and the mathematics achievement of Grade 9 learners from South Africa in the 2015 TIMSS. The results show that levels of teacher stress, teacher qualification, class size, as well as the type of area in which the school is situated are all significantly associated with learner achievement. The findings of this study reveal that learners who are taught by teachers who feel more stressed, have large classes to contend with, are in schools located in poorer areas, and who are less qualified, are significantly more disadvantaged with regard to their mathematics education than their counterparts who are taught by teachers who do not share these problems. These findings suggest that it is important to consider the role of positive working environments for teachers in trying to find ways to improve the mathematics learning outcomes.","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":"46702029","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: 1

Implementation of verbal and written feedback classroom practices by teachers 教师实施口头和书面反馈课堂实践

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2262

引用次数: 0

Learner migration at secondary schools in South Africa: Benefits and challenges 南非中学的学习者迁移:利益与挑战

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2085

T. G. Neluvhola, A. van Zyl, L. Maliwichi

{"title":"Learner migration at secondary schools in South Africa: Benefits and challenges","authors":"T. G. Neluvhola, A. van Zyl, L. Maliwichi","doi":"10.15700/saje.v42ns1a2085","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2085","url":null,"abstract":"Learner migration, which occurs worldwide, is the voluntary and intentional movement of learners from 1 school to another school of their choice in order to secure better learning opportunities. The study reported on here contributes to the literature on learner migration by focusing on the inequalities caused by racism, benefits and challenges that result from learner migration at selected secondary schools across the 9 provinces of South Africa. Bronfenbrenner's bio-ecological theory was used as the theoretical framework to inform a qualitative research inquiry. A purposeful sample of 9 secondary school principals, 27 secondary school learners who migrated and 27 parents of learners who migrated were drawn from across the 9 provinces. Data were collected through semi-structured individual interviews with principals and focus-group interviews with parents and learners. The findings indicate that learner migration provides benefits to learners and their parents through effective principal leadership; sound discipline; quality school facilities and resources; and improved educational opportunities at the receiving schools. However, learner migration is accompanied by several challenges: principals at receiving schools face added administrative and managerial pressure; parents of learners who migrate encounter added financial burdens; and learners who migrate often face arduous travel to and from the receiving school and, in some cases, an intolerant atmosphere at the receiving schools. It is concluded that learner migration is a complex phenomenon requiring effective holistic management.","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":"45578066","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: 1

The effects of mental games on third graders’ reading comprehension skills in Turkish classes 心理游戏对三年级土耳其语课堂阅读理解能力的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2198

Yasemin Erdem, Bilge Gök

{"title":"The effects of mental games on third graders’ reading comprehension skills in Turkish classes","authors":"Yasemin Erdem, Bilge Gök","doi":"10.15700/saje.v42ns1a2198","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2198","url":null,"abstract":"With the study reported on here we set about to reveal the effects of mental games on third graders’ reading comprehension skills in Turkish classes. The study group comprised 71 students, 35 of whom were included in the experimental group, and 36 in the control group. The experimental group played simple to difficult mental games selected by the researcher for 2 hours per week for 10 weeks. In the control group, the students continued with the traditional teaching process which excluded the playing of mental games until the end of the semester. Mental games like Whatzizz, detective, Q-bitz, Target 5, six, 3 stone, 9 stone, Skippity, Reversi, Kulami, that correspond to skills such as attention-concentration, reasoning, logical inference, and strategic thinking, were used. The study was conducted as a quasi-experimental pre-test/post-test control group design. The quantitative data were collected through the reading comprehension skill test. The pre-test data and the post-test-data collected through the test constituted the research data. The research data were analysed by using the 2-factor ANOVA test for mixed designs. The post-test scores of the students in the experimental group were higher than those of the students in the control group. The findings obtained from the quantitative analysis indicate that mental games had a positive effect on the Turkish reading comprehension of students in the experimental group as well as positive effects on students’ skills such as strategic thinking, logical inference and reasoning.","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":"45738060","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

Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning 领导学院：在工作整合学习中转变有效的师生指导模式

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2101

C. Mahomed, Prakash Singh

{"title":"Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning","authors":"C. Mahomed, Prakash Singh","doi":"10.15700/saje.v42n4a2101","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2101","url":null,"abstract":"Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and novice teachers. A multi-faced approach to leadership is proposed. Data regarding the perceptions of 241 final-year student teachers of their mentors’ collegial leadership competencies were collected using a questionnaire. The findings indicate the positive perceptions that the student teachers had of their mentors’ collegial leadership competencies. In the study reported on here, the focus was on the perceived characteristics of experienced school mentors to assist student teachers with work-integrated learning. The findings provide insights into enhancing the interpersonal collegial competencies of experienced school mentors to improve the school-work-integrated knowledge of student teachers.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49028170","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 intervention of e-textbook in schools: Teachers’ perceptives 探索电子教科书在学校的干预:教师的感知

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2167

Amal Alibrahim, Elham Alsadoon

引用次数: 0

Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school 种族隔离后南非的乌班图哲学和基于合作项目的学习:对希望星期六学校表现不佳的学生的案例研究

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2080

S. Vandeyar, M. A. Mohale

引用次数: 0

Collaboration: The key to managing discipline in South African schools 合作：南非学校管理纪律的关键

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2139

Amy Sarah Padayachee, Ntombizandile Gcelu

{"title":"Collaboration: The key to managing discipline in South African schools","authors":"Amy Sarah Padayachee, Ntombizandile Gcelu","doi":"10.15700/saje.v42n4a2139","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2139","url":null,"abstract":"South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48670247","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