South African Journal of Education最新文献_第9页

Developmental dyslexia in private schools in South Africa: Educators’ perspectives 南非私立学校的发展性阅读障碍:教育者的观点

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a1992

Salome Geertsema, M. L. Roux, Azima Bhorat, A. A. Carrim, Mishkaah Valley

{"title":"Developmental dyslexia in private schools in South Africa: Educators’ perspectives","authors":"Salome Geertsema, M. L. Roux, Azima Bhorat, A. A. Carrim, Mishkaah Valley","doi":"10.15700/saje.v42n4a1992","DOIUrl":"https://doi.org/10.15700/saje.v42n4a1992","url":null,"abstract":"In South Africa, as is globally, many people struggle with the challenges which emanate from developmental dyslexia (DD). It is thus important for educators to have adequate knowledge and a positive mindset regarding DD and the management thereof in the school context. One such important method of management is the accommodation of these learners in mainstream class. The quantitative survey study reported on here was aimed at determining the perspectives of educators in 2 private schools in the Tshwane South District, Gauteng, South Africa, regarding the knowledge of, attitude towards, and management of accommodations for learners with DD. We implemented a quantitative descriptive cross-sectional survey research approach where a self-administered questionnaire was administered after purposive sampling. Results indicate that the respondents, regardless of their qualifications, gender, or years of teaching experience, had limited knowledge of DD, but with a generally positive attitude towards inclusion and management of these learners. Furthermore, it was found that educators had an awareness of the terminology related to the accommodations that the education department granted these learners with DD. However, they were uncertain about the perceived path and nature of accommodations provided to learners. Specific details and related recommendations were explored.","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":"42633873","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 impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition 在物理教学中运用改进的“知道-想-学”策略对学生元认知的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2096

Ivana Z. Bogdanović, Jelena D. Stanisavljević, Dušica D. Rodić, Tamara N. Rončević, Zekri A. M. Zouhor

{"title":"The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition","authors":"Ivana Z. Bogdanović, Jelena D. Stanisavljević, Dušica D. Rodić, Tamara N. Rončević, Zekri A. M. Zouhor","doi":"10.15700/saje.v42n4a2096","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2096","url":null,"abstract":"To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students’ metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students’ metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T – What I think and what I know, Q – What questions I have, H – How can I find out, L – What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students’ metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students’ metacognition. Considering the positive effect of this teaching strategy on students’ metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.","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":"45741862","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

Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey 教师和学生对土耳其科学课程中基于项目的学习方法适用性的看法

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2103

I. Kiliç, Mehtap Ozel

{"title":"Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey","authors":"I. Kiliç, Mehtap Ozel","doi":"10.15700/saje.v42n3a2103","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2103","url":null,"abstract":"The aim with this study was to examine how, from the teachers’ and students’ perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students’ families at home. It also became clear that during the evaluation process, the teachers took the students’ own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561790","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

Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS 教育工作者对学校生活指导方案的看法及其对艾滋病毒/艾滋病的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2097

Abiodun Folakemi Fatoba, Daniel Angaama, M. Ogunniyi

{"title":"Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS","authors":"Abiodun Folakemi Fatoba, Daniel Angaama, M. Ogunniyi","doi":"10.15700/saje.v42n3a2097","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2097","url":null,"abstract":"The life orientation programme (LOP) was introduced to all schools in South Africa to help learners to, among others, take cognisance of their sexual lives. Before the programme was introduced in the 2006, many learners had become infected with human immunodeficiency virus (HIV). The programme was introduced based on the perceptions that some learners were struggling as a result of the epidemic. The main aim of this study was to evaluate educators’ perceptions of their ability to successfully implement the objectives of the programme. In the study we used open-ended questions to explore 8 educators’ perceptions on the programme. Of the 8 educators who responded to the questions in the questionnaire, only 2 were interviewed based on their willingness and commitment to life orientation (LO) in schools. The findings suggest that only 1 of the 8 educators had the relevant training and qualification to teach LO at school. Although the educators considered the programme to have a moderate influence on the learners’ sexual behaviour, we highlight compromise and uncertainty about the veracity of such claims. The introduction of LO to South African schools cannot be underestimated because of its well-timed intervention. However, all involved must be committed to ensure successful implementation of the programme.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42932937","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

Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries 数字能力：八个非洲国家小学教师攻读硕士学位的看法

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2063

Andresa Sartor Harada, Juliana Azevedo Gomes, Oscar Ulloa Guerra, Roberto Ruiz, Rubén Calderón

{"title":"Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries","authors":"Andresa Sartor Harada, Juliana Azevedo Gomes, Oscar Ulloa Guerra, Roberto Ruiz, Rubén Calderón","doi":"10.15700/saje.v42n3a2063","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2063","url":null,"abstract":"The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master’s students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants’ work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45424190","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: 3

“I thought I was going to pass”: Learners’ experiences of grade retention “我以为我会及格”：学习者的成绩保持经验

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2054

Maureen Hadebe, M. Moosa

{"title":"“I thought I was going to pass”: Learners’ experiences of grade retention","authors":"Maureen Hadebe, M. Moosa","doi":"10.15700/saje.v42n3a2054","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2054","url":null,"abstract":"Grade retention is the practice of holding back learners who have failed to meet specific promotional requirements as stipulated by policy, in the same grade. The main objective of the research reported on here was to determine Foundation Phase (Grades 1–3) learners’ experiences and perceptions of grade retention. The theoretical framework used was Messiou’s (2006) conceptualisation of marginalisation. In this study we employed a phenomenographic, qualitative research approach. Twelve participants who had repeated grades in the Foundation Phase at a school in Johannesburg, South Africa, were purposively selected. Data were collected by means of one-on-one interviews, “blob trees”, drawings, and collages from participants about their views and experiences of retention. The findings of this study reveal that learners were not psychologically prepared to be retained. Most learners experienced being bullied by their peers and teachers due to being retained, which led to them feeling excluded and marginalised. A correlation was found between parents’ and teachers’ views of retention and learners’ experiences. Future research should focus on learners’ experiences of retention at different schools and in different school phases in South Africa.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47265298","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

Parents’ attitudes towards distance learning during the COVID-19 pandemic COVID-19大流行期间家长对远程教育的态度

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2129

Ante Kolak, Ivan Markić, Zoran Horvat

{"title":"Parents’ attitudes towards distance learning during the COVID-19 pandemic","authors":"Ante Kolak, Ivan Markić, Zoran Horvat","doi":"10.15700/saje.v42n3a2129","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2129","url":null,"abstract":"In this article we consider the applicability of distance education on the elementary level from parents’ perspectives and present the limitations stemming from the degree of support that students in elementary education need from their parents. The dilemmas regarding the possible levels of students’ development of independence and self-orientation, and the parents’ roles are highlighted. We believe that due to these limitations, distance learning has some of the characteristics of home-schooling. The subject of the research in the empirical part of this study focused on parents’ attitudes. Parental attitudes, based on a previously established multi-factor model, become clear from the parents’ experiences (Kolak, Markić & Horvat, 2020) where factors regarding the demands of teaching and the competence of parents as substitute teachers, were separated. Parents’ characteristics (e.g., gender, age, educational status and involvement) were found to influence their attitudes. The results of the research indicate the importance of parents in distance learning during the pandemic which adds a new and more significant role in the educational process of their children.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44205515","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

A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education 青少年成长之旅:探索户外探险教育的社会心理结果

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2061

J. Blaine, Jacqui Akhurst

{"title":"A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education","authors":"J. Blaine, Jacqui Akhurst","doi":"10.15700/saje.v42n3a2061","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2061","url":null,"abstract":"There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp & Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme (Journey) for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners’ post-Journey surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, FLOURISHING, the analysis suggests that while Journey was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47787990","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

Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory 通过Herrmann的Whole Brain®理论为数学实践提供信息

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2088

E. Randewijk, P. D. du Toit, AF Harding

{"title":"Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory","authors":"E. Randewijk, P. D. du Toit, AF Harding","doi":"10.15700/saje.v42n3a2088","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2088","url":null,"abstract":"In this research I explored how mathematics teachers can inform their teaching practice through a meta-reflective inquiry into methods of facilitating Whole Brain® learning in mathematics. Herrmann’s Whole Brain® theory was used as a lens through which to explore leading theories in the fields of constructivism, mathematics education and cognitive psychology by means of a participatory action research innovation, stretching over approximately 3 years. An analysis of these theories validated Herrmann’s Whole Brain® theory as the foundation for a synthesised integrated theory of practice, which also formed the epicentre of the conceptual framework for the research. The conceptual framework was also at the core of the participatory action research. The Herrmann Brain Dominance Instrument® (HBDI®) was administered to 8 teacher participants in a school mathematics department. Learners of each of the teacher participants also completed a questionnaire on how they perceived their teachers to facilitate learning and assessment of mathematics. These results were compared to the teacher participants’ Herrmann’s Brain Dominance Instrument®. Findings indicate that the Herrmann Brain Dominance Instrument® initiated scholarly reflection with teacher participants involved in facilitating and assessing the learning of mathematics. The collective reflexive practice was both part of the action research process and an outcome of the research itself. Findings also indicate that the thinking preferences of teacher participants, as tested by the Herrmann Brain Dominance Instrument®, are not necessarily indicative of their teaching style and teachers involved in post-graduate studies indicated an ability to access their non-dominant thinking mode situationally.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43308570","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 the attributional style on the mathematics performance of senior secondary school students 归因风格对高中生数学成绩的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2022-08-31 DOI: 10.15700/saje.v42n3a2113

A. Lapite, J. Maree, J. Jordaan

{"title":"The effects of the attributional style on the mathematics performance of senior secondary school students","authors":"A. Lapite, J. Maree, J. Jordaan","doi":"10.15700/saje.v42n3a2113","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2113","url":null,"abstract":"The purpose of this study was to explore the effects of the attributional style on the mathematics performance of senior secondary school students. The study involved a sequential explanatory mixed-method approach (QUANTITATIVE + qualitative). The quantitative part of the study involved 300 students drawn from 2 schools chosen in 2 education districts in Lagos State, Nigeria. The major data generation instruments for the study were the Attributional Style Questionnaire (ASQ), the mathematics performance scores of students, and focus-group interviews. Focus-group interviews with 20 students (10 students per school) were used in the qualitative part of the study. Quantitative data were analysed by calculating correlation coefficients, conducting multiple regression analyses, and performing a one-way analysis of variance to compare the subscales across gender and socio-economic status. Conversation analysis was used to analyse the qualitative data generated. The findings reveal no significant relationships between the attributional style and mathematics performance. Gender-based differences were found in the stability and globality scales, students’ socio-economic status, and their attitudes towards mathematics. Future research on all the variables used in this study could be replicated on different samples. Researchers could consider exploring the use of an attributional style questionnaire on academic issues using a similar sample as in this study.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42587404","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