Perspectives in Education最新文献

The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry 用范希勒的几何思维模型解释十二年级学生在欧几里得几何中的学习困难

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.8350

Fungirai Mudhefi, Koena Mabotja, D. Muthelo

{"title":"The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry","authors":"Fungirai Mudhefi, Koena Mabotja, D. Muthelo","doi":"10.38140/pie.v42i2.8350","DOIUrl":"https://doi.org/10.38140/pie.v42i2.8350","url":null,"abstract":"The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele’s geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele’s levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners’ conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners’ broad knowledge of geometry to overcome geometry-related errors and misconceptions.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653373","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

To mentor and be mentored in Grade R 指导 R 级学生和接受 R 级学生的指导

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7600

Mastura Jamodien-Jardine, N. Shaik, S. Adendorff

引用次数: 0

The school management team’s role of defining the school vision and mission at a South African rural school 南非一所农村学校的学校管理团队在确定学校愿景和使命方面的作用

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7801

Selaelo Maifala

{"title":"The school management team’s role of defining the school vision and mission at a South African rural school","authors":"Selaelo Maifala","doi":"10.38140/pie.v42i2.7801","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7801","url":null,"abstract":"Schools in the rural context of Limpopo Province, South Africa have a plethora of challenges, which have a negative impact on learner achievement. This paper argues that for schools to triumph over the obstacles, effective school leaders are necessary Such leaders must define and communicate a clear vision and mission and work with stakeholders to achieve them. With these assumptions, this paper explores how members of the school management team (SMT) of a rural school in the Limpopo Province define and communicate their school’s vision and mission. Through the qualitative research method underpinned by the interpretive paradigm, a case research design was adopted and a single high school sampled to participate. Data were generated from semistructured interviews with seven SMT members, a focus-group discussion with six teachers, and an observation of the research site. The findings revealed that most participants could not articulate the school’s vision and mission. In addition, stakeholders were not involved in the processes of defining the vision and mission and communication methods in this regard were also ineffective. Lastly, the SMT viewed the vision and mission as fixed and did not review them. Based on these findings, I conclude that SMT members must understand that the vision and mission could serve more than a visual purpose when designed as guiding principles to direct smaller objectives within the organisation.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654594","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

A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase 教师之间的协作方法，以支持基础阶段视障学习者的教学工作

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.8036

Jossie Steyn, M. Koen, Hantie Theron

{"title":"A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase","authors":"Jossie Steyn, M. Koen, Hantie Theron","doi":"10.38140/pie.v42i2.8036","DOIUrl":"https://doi.org/10.38140/pie.v42i2.8036","url":null,"abstract":"In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative study implemented participatory action learning and action research (PALAR) as the research design of choice. Participants were recruited using purposive sampling, and the action learning set (ALS) comprised seven Foundation Phase teachers. Data generation entailed three cycles. Cycle One was relationship building, i.e. forming a shared vision for our study, negotiating an ethical agreement, and then determining the specific challenges Foundation Phase teachers have to face. During Cycle Two, we determined how we could address and support the educational needs of Foundation Phase learners with VI. During Cycle Three, we determined the strategies and guidelines that Foundation Phase teachers may use to enhance the teaching of learners with VI. Data generation encompassed ALS discussions, photovoice and reflective journal entries conducted throughout the three cycles. However, this article exclusively focuses on the ALS discussions. Data were analysed using thematic content analysis to design action plans collaboratively by means of which to assist Foundation Phase teachers working with learners with VI. The North-West University (NWU) and the Department of Education of the Western Cape (RSA) granted ethical clearance. The two themes derived from the findings highlighted the crucial importance of collaboration among parents, caregivers, teachers, and stakeholders in addressing the educational needs of FP learners affected by VI effectively, while also highlighting the importance of working together in designing strategies and guidelines for teaching FP learners with VI.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141655207","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

The right to education for children with autism in Lesotho: A review of the legal and policy frameworks 莱索托自闭症儿童的受教育权：法律和政策框架审查

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7814

Mahlape Tseeke, K. Rakolobe

{"title":"The right to education for children with autism in Lesotho: A review of the legal and policy frameworks","authors":"Mahlape Tseeke, K. Rakolobe","doi":"10.38140/pie.v42i2.7814","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7814","url":null,"abstract":"A child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652675","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

Foundation phase male teachers’ reflections in teaching of comprehensive sexuality education in the Eastern Cape province of South Africa 南非东开普省基础阶段男教师对全面性教育教学的思考

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7987

Obakeng Kagola

{"title":"Foundation phase male teachers’ reflections in teaching of comprehensive sexuality education in the Eastern Cape province of South Africa","authors":"Obakeng Kagola","doi":"10.38140/pie.v42i2.7987","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7987","url":null,"abstract":"Children in their childhood and teenage years can acquire either healthy or unhealthy lifestyles. Without proper guidance, unhealthy lifestyles (e.g. risk-taking, substance abuse, poor family planning) may negatively affect their psychosexual development (i.e. ability to make healthier sexual choices). Male and female teachers can be role models for learners to acquire healthy sexual lifestyles. Historically, the Foundation Phase (FP) has been a highly feminine teaching space. Lately, however, the space has seen an increasing presence and participation of FP male teachers. This paper shares FP male teachers’ reflections in teaching comprehensive sexuality education (CSE) content within the Life Skills curriculum in the Eastern Cape province of South Africa. Five FP male teachers were engaged in a focus group conversation; data were thematically analysed, underpinned by a feminist post-structural lens. Although the teachers reported a restriction of FP male teachers in teaching CSE-related content, they also indicated that learners showed increased self-exposure to CSE-related content. To counter the censorship of FP male teachers in teaching CSE-related content, the study recommends explicit incorporation of feminist pedagogies to enable FP male teachers to be part of the delivery of SE content as equal stakeholders. ","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654735","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

Effects of same-year/level peer-assisted learning on academic performance of students in health sciences extended curriculum programmes at a University of Technology in South Africa 同年级同伴互助学习对南非一所科技大学健康科学扩展课程学生学习成绩的影响

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7311

Róan Slabbert

{"title":"Effects of same-year/level peer-assisted learning on academic performance of students in health sciences extended curriculum programmes at a University of Technology in South Africa","authors":"Róan Slabbert","doi":"10.38140/pie.v42i2.7311","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7311","url":null,"abstract":"Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimate implementation into so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focusses on the effects of same-year/level PAL implementation on the academic performance of tutors and tutees in a health sciences' extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017–209) was conducted to determine whether same-year/level PAL implementation enhanced academic performance. A total of 138 ECP students participated in this study and a statistically significant difference (p-value <0.05) was found with the overall comparison between the pre- and post-intervention results. Although not all ECP students benefited from this same-year/level PAL intervention, the findings of the study suggest that for the majority of ECP students, same-year/level PAL can be considered as an innovative educational intervention to improve academic success and preparedness for future studies.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653729","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

Secondary school students' perceptions of the 21st -Century 4Cs in Zimbabwe 津巴布韦中学生对 21 世纪 4Cs 的看法

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7489

Ottilia Goto, Jameson Goto

引用次数: 0

A bilingual-bicultural literacy programme for deaf learners in Namibia 纳米比亚聋人学习者双语文化扫盲计划

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7779

Beausetha Bruwer, A. Van Staden, Lodewyk Du Plessis

{"title":"A bilingual-bicultural literacy programme for deaf learners in Namibia","authors":"Beausetha Bruwer, A. Van Staden, Lodewyk Du Plessis","doi":"10.38140/pie.v42i2.7779","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7779","url":null,"abstract":"The poor academic performance and literacy level of deaf learners in Namibia are a major concern, and it is necessary to understand the center of the situation. Even though deaf learners can become proficient readers and writers, the challenge remains in finding an appropriate instructional approach to attain these results. This presents an even greater challenge, as deaf learners not only differ from their hearing peers, but also significantly differ from one another in terms of their various familial and social contexts, language use, and overall holistic development. The Bilingual-Bicultural approach is considered a good approach for teaching deaf learners, and it offers them the chance to become biliterate; therefore this study explored the impact of a Bilingual-Bicultural literacy program on 41 d/hh learners (age = 7-13 yrs). Through a one-group pre-test post-test design, a group of participants were pre-evaluated, followed by an intervention and post-evaluation. The intervention's main goal was to implement practical teaching strategies using a Bilingual-Bicultural teaching approach that can reduce the delay and gap in language learning and literacy for deaf learners. Results from t-tests calculated to determine the statistical significance of the pre and post-test with regard to the total scores and all the sub-tests for NSL as well as Written English skills indicated significant results (p< 0.05). The study offers insight into the psychology of teaching deaf learners while also advancing the theory and application of the Bilingual-Bicultural approach. Additionally, it promotes debate of the best practices for ensuring that deaf learners receive a quality education and full participation in society.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652256","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

How pre-service teachers talk about observed lessons: Implications for teacher education 职前教师如何谈论观摩课：对教师教育的启示

Perspectives in Education Pub Date : 2024-07-12 DOI: 10.38140/pie.v42i2.7635

D. Langsford

引用次数: 0