11,605 results on '"⁎, N."'
Search Results
2. Expanding the Neighbourhood Watch: Orthographic Neighbours in isiXhosa Reading and Spelling
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Paige S. Cox and Tracy N. Bowles
- Abstract
Background: Lexical properties such as orthographic neighbours have been shown to have an influence on reading and writing; however, this phenomenon is yet to be explored in the Southern Bantu languages. Objectives: We investigate the role of orthographic neighbourhood density and neighbourhood frequency in reading and spelling in Grade 3 isiXhosa home-language learners. The aim is to establish whether orthographic neighbours facilitate or hinder reading and spelling. The dualroute model of orthographic processing is used to interpret our findings. Method: Data were collected from 97 Grade 3 isiXhosa home-language learners. Lexical decision, word reading, and spelling tasks were administered. Tasks included both real and pseudowords varying in orthographic neighbourhood density and neighbourhood frequency, while controlling for word length and word frequency. Results: Findings show a significant inhibitory effect of orthographic neighbourhood frequency and word length for spelling accuracy. Longer words with higher frequency neighbours were more likely to be spelt incorrectly. No effect was recorded for the lexical decision and word reading tasks. Conclusion: Our findings suggest that spelling in isiXhosa relies partially on lexical processing strategies, which allows for the inhibitory effects of orthographic neighbours to be observed. While in reading, sublexical processing is more prominent, therefore mitigating the effect of orthographic neighbours. Contribution: Empirical evidence for the effects of orthographic neighbours, specifically in a Southern Bantu language, provides a clearer picture of the underlying cognitive-linguistic processes involved in reading and writing. This evidence may contribute to the development of targeted pedagogical practices to address spelling errors.
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- 2024
3. Implementing Play Pedagogies within Rural Early Childhood Development Centres: Practitioners' Views
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Mmakgabo A. Selepe, Mahudi M. Mofokeng, and Blanche N. Hadebe-Ndlovu
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Background: Early childhood development (ECD) practitioners are encouraged to implement play pedagogies and their views of play as a pedagogy in rural settings have not been captured widely. They are the main role players in implementing play pedagogies for learners' learning and development. The commitment to play can be traced through theory and ideology in early childhood programmes internationally and in South Africa. Aim: This study explored the views and beliefs of the practitioners about the use of play pedagogy in rural ECD centres. Setting: Six practitioners from three rural primary schools in Limpopo, South Africa, participated in the study. Methods: Semi-structured interviews, document analysis and nonparticipant observation were used to collect data. Results: The participants found integrating play pedagogies when planning their lessons and assessing children's progress challenging. The results showed that ECD practitioners in rural centres lack the skills and material resources to implement play pedagogies. Conclusion: The study suggests that ECD practitioners in rural areas need professional development opportunities in the implementation of play activities as a teaching pedagogy. Contribution: These findings can be used to assist ECD practitioners in rural areas in implementing play pedagogies. Educators could use low-cost, locally available materials such as natural resources, recycled materials or everyday objects to create play-based activities that could involve indigenous songs and games relevant to the children's cultural and social context. They could collaborate with parents and community members to develop and implement play-based activities, leveraging the knowledge and skills of the local community.
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- 2024
4. Beyond COVID-19: Teaching and Learning Lessons for the Next Pandemic through Ubuntu Currere
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Mlamuli N. Hlatshwayo and Amanda Mbatha
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The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics' experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis. Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics' experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.
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- 2024
5. Playwriting as an Emergent Pedagogical Tool for Primary School Student Teachers
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Mosa N. Khasu and Elizabeth Henning
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Background: This research explored how classroom plays could serve as pedagogical tools to introduce children to Sesotho and isiZulu vocabulary of artificial intelligence (AI). The article captures how student teachers learned to write plays that they could produce when they become professional teachers. Objectives: The purpose of this study was to explore how student teachers engaged in a playwriting process, creating drama texts for early grades primary school learners about AI. Method: The qualitative study employed, a participatory action research design. Data were collected through semi-structured interviews with the student teachers, coupled with a dual analysis of their drama texts. An inductive thematic analysis approach was applied for the data from interviews with the students. A deductive approach was implemented to analyse the drama texts according to criteria for playwriting with a pedagogical purpose. Results: The findings revealed that playwriting as a tool for pedagogy can be useful in developing student teachers' vocabulary of AI in Sesotho or isiZulu and to develop their playwriting skills. Conclusion: The findings contribute to the corpus of pedagogies for the teaching of vocabulary in African languages, which includes writing the texts and aiming to use these for reading experience and for dramatic activity in early grades classrooms. Contribution: The contribution of this study is how playwriting can serve as a pedagogical tool for the teaching of reading and vocabulary in the primary school.
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- 2024
6. No-Fee School Consistently Outperforms Progress in International Reading and Literacy Benchmarks: Presenting Early Grade Reading Data from a Case in Makhanda, Eastern Cape
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Kelly A. Long and Tracy N. Bowles
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Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English. Aim: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English. Setting: This research examines the WSS programme in partnership with a local quintile three school. Methods: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme. Results: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks. Conclusion: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable. Contribution: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English.
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- 2024
7. Exploring the ideas of young healthcare professionals from selected countries regarding rural proofing
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Couper, Ian, Lediga, Manoko Innocentia, Takalani, Ndivhuho Beauty, Floss, Mayara, Yeoh, Alexandra E, Ferrara, Alexandra, Wheatley, Amber, Feasby, Lara, de Oliveira Santana, Marcela A, Wanjala, Mercy N, Tukur, Mustapha A, Kotian, Sneha P, Rasic, Veronika, Shirindza, Vuthlarhi, Chater, Alan Bruce, and Koller, Theadora Swift
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- 2023
8. Developing Critical Thinking in Classrooms: Teacher Responses to a Reading-for-Meaning Workshop
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Phillips, Heather N.
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Background: The Progress in International Reading Literacy Study of 2016 lays claim to the need for critical thinking to be developed since, in the South African context, 78% of learners could not even retrieve explicitly stated information (lower-order thinking) from texts, as opposed to 4% in the rest of the world. Critical, higher-order thinking and reading-for-meaning skills development are imperative to allow learners to become active participants in this changing world. Objectives: The study focused on teachers' responses to a Reading-for-Meaning workshop aimed at empowering teachers with tools or strategies to improve learners' comprehension through developing critical, higher-order thinking skills. Method: The research is an interpretative, qualitative study which aimed at understanding how critical thinking is integrated into reading for meaning in classrooms. The Microsoft program Teams was used as the online platform to present the workshop which facilitated synchronous e-learning. Purposive sampling was applied and 36 intermediate and senior phase teachers teaching from grades four to nine solicited. Data were collected from a Telegram chatroom and a web-page questionnaire which was inductively analysed. Results: Teachers experienced all the strategies positively and, on implementation in their classrooms, found that these strategies encouraged learner engagement, improved interpretation, boosted confidence and led to meaningful engagement with texts and deeper thinking which allowed them to think more critically. Conclusion: The Reading-for-Meaning workshop provided the tools which teachers used to encourage learners to express their opinion and answer more critical questions based on predictions, make inferences, make connections, clarify, summarise and paraphrase, and so develop critical thinking skills and subsequently improve comprehension skills. Contribution: On a conceptual level, the article has established a connection between the theories of critical thinking and pedagogical strategies. This opens up new directions for research for scholars in the field of literacy and education.
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- 2023
9. Student Teachers' Reflections on Semiotics in Grade 3 isiXhosa Literacy Lessons
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Magangxa, Pretty N. and Geduld, Deidre C.
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Background: Globally, teaching practice has been at the heart of teacher education programmes. For quality teaching and learning, literacy student teachers are expected to develop metacognitive attributes and critical thinking to integrate theory and practice. Because of the dominance of autonomous models in literacy teaching and learning nationally and internationally, literature continues to report poor literacy attainment, especially for indigenous language learners. Contrasting this deficit view, this article employed languaging as a lens to describe student teachers' reflections on their interactions with Grade 3 learners using multimodal and linguistic repertoires, which they both bring from socio-cultural contexts as well as utilisation of embodied representational modes. Aim: To explore how Foundation Phase (FP) student teachers used languaging and semiotic modes to enhance literacy teaching and learning in Grade 3 classrooms. Setting: An Eastern Cape Institution of Higher Education. Methods: In this qualitative study, four purposely selected FP isiXhosa Home Language student teachers used reflective journals to articulate their individual and peer classroom literacy practices. Data were thematically analysed. Results: Findings revealed the importance of acknowledging authentic and diverse linguistic resources that learners bring from their socio-cultural backgrounds as well as the use of multimodal literacies in the classroom context. Conclusion: This study concludes that languaging allowed learners and student teachers to exploit multimodalities and linguistic repertoires that they bring from their socio-cultural backgrounds. Contribution: This study demonstrates the pedagogical literacy strategies that created live dialogical engagements between student teachers and learners. These can be useful to teacher educators as well as teachers in the Foundation Phase contexts and thus improve literacy teaching and learning, especially in indigenous languages.
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- 2023
10. A Review of Empirical Studies Examining the Effects of E-Learning on University Students' Academic Achievement
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Lyudmila S. Chikileva, Alexey A. Chistyakov, Maryana V. Busygina, Alexey I. Prokopyev, Elena V. Grib, and Dmitry N. Tsvetkov
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The purpose of this research is to review peer-reviewed articles on the effects of e-learning on the academic performance of university students. The SCOPUS database was searched for peer-reviewed articles. The data obtained were analyzed using the content analysis method. Twenty-seven articles were found in journals indexed in the SCOPUS database and considered suitable for this study. Two researchers used the content analysis method to determine the effects of the articles reviewed. The results showed that studies in this area have increased in intensity in recent years. These studies were generally conducted over five years. It was found that quantitative methods were predominantly chosen. Researchers published most articles in 2021 and 2022. Most of the studies reviewed used a quantitative design, and only seven articles chose an experimental research design. Most studies were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey. The results show that different measurement instruments or tools were used to measure students' academic achievement. The impact of the peer-reviewed articles on the impact of e-learning on college students' academic achievement was examined in four categories. These categories are detailed in the results. Finally, pedagogical conclusions are drawn in light of the results obtained.
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- 2023
11. Selenium quantification in wastewaters from selected coal-fired power plants and river waters in South Africa using ICP-MS
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Shiri, Harold H, Godeto, Taddese W, Nomngongo, Philiswa N, and Zinyemba, Orpah
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- 2023
12. Online Formative Assessment in Higher Education: Bibliometric Analysis
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Sudakova, Natalia E., Savina, Tatyana N., Masalimova, Alfiya R., Mikhaylovsky, Mikhail N., Karandeeva, Lyudmila G., and Zhdanov, Sergei P.
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Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module's subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, "Assessment & Evaluation in Higher Education" and "Computers & Education" are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word "e-assessment, e-learning, assessment, moodle" appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for "online assessment". The subject is comprised of three components: "distance learning", "accessibility", and "assessment design". The most important topics were "e-assessment", "higher education", and "online learning". According to the country participation network, the USA and UK were the two main centers.
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- 2022
13. The Contributions of Reading and Phonological Awareness for Spelling in Grade Three isiXhosa Learners
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Daries, Mikaela A., Bowles, Tracy N., and Schaefer, Maxine N.
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Background: One factor which is consistently highlighted in research on literacy is the lack of understanding of how literacy develops in the Southern-Bantu languages. In particular, little is known about spelling in the Southern-Bantu languages such as isiXhosa. Objectives: Through the use of an initial exploratory study and a conceptual replication study, we examined the relationships between reading, phonological awareness, and spelling in isiXhosa grade 3 learners. The initial exploratory study sought to describe the relationships between reading and spelling, and phonological awareness and spelling in a sample of 49 grade 3 isiXhosa learners. We then conceptually replicated this study with a larger sample of 200 grade 3 isiXhosa learners. We expected that both reading and phonological awareness would be related to spelling and that the strength of the relationship between reading and spelling, and phonological awareness and spelling would vary with spelling ability, due to the changes that occur in the development of spelling. Method: Cross-sectional, quantitative secondary data were used from two different projects to answer the research questions. Tasks of phonological awareness, oral reading fluency and spelling were developed and administered to the participants. Results: We found that reading was a replicable predictor of spelling for grade 3 isiXhosa learners and that phonological awareness was influential only at the mid-range of spelling performance. Conclusion: Our findings emphasise the importance of the reading-writing connection, and lend support for what has been found for other consistently written languages, adding to the growing body of knowledge of universal predictors of spelling development.
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- 2022
14. Using SPI and SPEI for baseline probabilities and seasonal drought prediction in two agricultural regions of the Western Cape, South Africa
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Theron, S N, Archer, E, Engelbrecht, C J, Midgley, S, and Walker, S
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- 2023
15. Environmental regulatory awareness of freshwater recreational bank anglers in South Africa
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Joubert, A, Retief, F P, Smit, N J, Alberts, R C, Wepener, V, and Roos, C
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- 2022
16. 'Growing as a Stronger Clinician in Adverse Conditions'--A Snapshot of Clinical Training during COVID-19
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Singaram, Veena S. and Sofika, Dumisa A. N.
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Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate formative learning experiences. This study explored how registrars responded to the challenges facing clinical training during the first wave of COVID-19, and how the impact of these disruptions prompted personal and professional development. Registrars completed an online qualitative SWOT (strengths, weaknesses, opportunities, and threats) analysis of their training experiences during the COVID-19 pandemic. Data were thematically analysed. Four hundred and five responses were received from 54 registrars. Themes related to challenges included mental distress, resource constraints, and compromised and inadequate training. Themes related to strengths and opportunities included new learning experiences, resilience, coping strategies, and enhanced graduate competencies related to leadership, collaboration, communication, and health advocacy. The disruptive and disorienting elements of COVID-19, although situated in chaos, aggravating the constraints of training in under-resourced settings, also provided unexpected learning opportunities. These findings highlight the transformative potential of disrupted learning contexts and the need for responsive curricular to enhance graduate competencies, adaptability, and resilience.
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- 2022
17. Female Gender Representation in Selected South African Magazines
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Shabangu, Nonkululeko N., Rossouw, Sandra, and Smith, Cornelia G.
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Background: There has been an increase in the number of women's magazines in South Africa, which also contributes to the country's economic growth and development. Objective: Magazines serve as a source of entertainment and information and they cater for readers interested in learning more about what features in society and even globally, which underscores the importance of quality and gender-sensitive material. The portrayal of females in magazines surfaced as a source of interest in the light of women's liberation and gender equity. Method/Results: The purpose of this study was to explore the language and content of selected South African women's magazines. The objectives were to determine how language and content are used to represent females in selected South African women's magazines; and determine the professional editors', journalists' and readers' perceptions of the representation of females in the selected English women's magazines. Conclusion: A qualitative case study design was used, and semi-structured interviews were conducted to collect data from the selected participants. The corpus spanned three professional journalists and nine readers, including seven females and five males, purposefully selected, who participated. The data collected through interviews were analysed and thematically discussed. Readers' reception aesthetics were used, in conjunction with feminist literary criticism, as theoretical lenses. Contribution: The study found that sexualisation and objectification continue especially in advertisements, but that much progress has been made in magazines to represent women as powerful and significant.
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- 2022
18. An Assessment of COVID-19 Pandemic Quarantine and Isolation Programmes: A Case Study of the University of Limpopo
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Masipa, Mochaki D., Ramoshaba, D. Justin, Mabasa, L. Thomas, Maponyane, K. A., Monnye, Koko N., Mampa, Seponono, Chuene, Tiisetso A., Kgarose, Mathibedi F., and Motloutse, Kgaogelotsenene J.
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South Africa, like the rest of the world, was affected by the outbreak of the COVID-19 pandemic. From March 2020, the country's president, Cyril Ramaphosa, imposed lockdown regulations in an attempt to curb the spread of the coronavirus, which led to the closure of universities. When the national regulations allowed for the resumption of university activities, the University of Limpopo had to set up quarantine and isolation facilities as a strategy to manage infections. As a new initiative, challenges would be expected in managing this unfolding situation. Against this background, this paper considers the findings of a study which focused on the establishment and operations of quarantine and isolation facilities at the university. Documents were analysed for the purpose of data construction and substantiated with data collected through semi-structured interviews. The university staff members responsible for the facilities were purposively selected to participate in this study. Data were analysed through thematic content analysis. The study found that the university established the quarantine and isolation facilities according to government guidelines; the facilities were well managed; and activities were implemented as expected. However, operational challenges that require improvements were identified and this article accordingly makes recommendations.
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- 2022
19. Five Grade 7 Learners' Understanding of Comprehension Skills at a Quintile 5 School in South Africa
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Ntshikila, Nomonde, Condy, Janet L., Meda, Lawrence, and Phillips, Heather N.
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Background: Research into language and reading scores show that South African learners struggle to read for meaning. Many local researchers report on the inadequate teaching training programmes. Teachers cannot teach basic comprehenion skills. Objectives: This research identifies a gap in the research and records an intervention programme designed to engage learners and develop their higher-order comprehension abilities. This research analyses responses from five learners who engaged in a variety of literacy activities to extend their zones of literacy abilities to become independent critical thinkers. Method: An interpretivist paradigm, within a qualitative approach, using a case study design was devised and implemented. Five struggling Grade 7 learners were purposively selected to participate in a 10-week intervention programme. Data were collected using pre-tests and post-tests and the learners' own exercise books to assess their academic performance in written comprehensions, their daily comments on their motivation charts, information from two interviews and the researchers' participant observation scheduled notes. Results: During the time of the intervention, all five Grade 7 learners gradually learned and began to use higher-order thinking skills. Conclusion: This small research project indicates that when a teacher explicitly planned and used a variety of literacy strategies to teach comprehension skills, not only did the learners enjoy the respectful discussions but this experience developed them into independent higher-order thinkers.
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- 2022
20. Litigation and Social Mobilisation for Early Childhood Development during COVID-19 and Beyond
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Ally, Nurina, Parker, Rubeena, and Peacock, Tess N.
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Background: Litigation has been utilised to advance a range of socio-economic rights in post-apartheid South Africa, including the right to basic education. Nonetheless, there has not been significant litigation or sustained broad-based mobilisation around issues impacting the early childhood development (ECD) sector in the democratic era. The coronavirus disease 2019 (COVID-19) pandemic, however, saw some ECD stakeholders turning to the courts to advocate for their survival, as well as to mobilise and advocate for sector reforms. Aim: This article aimed to critically reflect on the role of litigation and social mobilisation in advancing the right to ECD during and beyond the COVID-19 pandemic. Setting: The article assesses two South African cases with national implications. Methods: The article critically assesses two South African cases relating to ECD during the pandemic. At the time of writing, these were the only South African judgements specifically relating to the impact of COVID-19 on the ECD sector. Results: The two cases played an important role in: (1) reopening the ECD sector during the pandemic; and (2) making efforts to ensure that the sector could remain open. However, the cases were not based on a holistic rights-based approach to ECD, which remains an area for further development. Conclusion: The article concludes that litigation may play a significant role in advancing children's rights to ECD, particularly as a complement to broader social mobilisation strategies. The cases highlight the (1) need and potential for building a holistic rights-based foundation of ECD jurisprudence post the pandemic; and (2) strategic use of litigation interventions as part of broader mobilisation strategies.
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- 2022
21. The Influence of Group Life-Design-Based Counselling on Learners' Academic Self-Construction: A Collective Case Study
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Maree, J. G. and Maree, N.
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The purpose of this study was to explore how life-design-based counselling can influence young learners' academic self-construction within a group context. The study involved a qualitative mode of enquiry with 12 participants. Life-design-based intervention strategies, together with various (postmodern) qualitative techniques, were used to gather data. Thematic analysis was used to analyse the data and identify themes and sub-themes. The findings indicate that the participants exhibited enhanced academic self-construction in general after the intervention. More specifically, they displayed improved future aspirations as they made sense of their current learning. Future research could assess the feasibility and value of life-design counselling as early as the primary school years, as it seems to hold numerous benefits for young individuals that may positively influence their life-long career development.
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- 2021
22. Teenage Pregnancies in Bapong Schools, Madibeng Local Municipality: Teachers' Views
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Ramalepa, Tshiamo N., Ramukumba, Tendani S., and Masala-Chokwe, Mmajapi E.
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The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, "Measures for Prevention and Management of Learner Pregnancy," stipulates teachers' role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch's approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.
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- 2021
23. Assessment of genetic variability in groundnut ('Arachis hypogaea' L.) genotypes grown under South African conditions using agronomic and SSR markers
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Mofokeng, M A, Amelework, B A, Chipeta, O, Sibiya, J, Gerrano, A S, Shargie, N, and Mashingaidze, K
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- 2021
24. Emergency Remote Teaching in Higher Education during COVID-19: Challenges and Opportunities
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Jili, Nokukhanya N., Ede, Chuks I., and Masuku, Mfundo Mandla
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The third quarter of 2020 marks the closure of on-campus face-to-face pedagogies in South Africa's institutions of higher learning due to Coronavirus disease (COVID-19). The need to maintain social distancing necessitated the transition to emergency remote teaching. A few institutions of higher learnings could move their classes effectively to online and distance education platforms because of their pre-existing experience and some grapple with managing the 'new normal'. This article reflects on the challenges and opportunities of an emergency remote teaching in institutions of higher learnings during the COVID-19 pandemic. The article adopted a qualitative approach through relevant literature and policy reviews to critically analyse emergency remote teaching during the era of COVID-19. The findings indicate that some staff and students experience challenges related to the lack of resources and exposure to remotely use information and communication technology. The article acclaims that institutions of higher learnings should acquire suitable information and communication technology equipment and develop the requisite facilities, implement rules and regulations for their availability, and adequate maintenance. This recommends promoting technologically compliant ethics within the institution, provide easy access to teaching and learning by both students and academic staff at an affordable and fixed (secure) cost in safe, conducive, and unrestricted environments for students.
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- 2021
25. Mitigating the Implications of COVID-19 on the Academic Project at Walter Sisulu University in South Africa: A Proposed Framework for Emergency Remote Teaching and Learning
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Songca, Rushiella N., Ndebele, Clever, and Mbodila, Munienge
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Walter Sisulu University (WSU) in South Africa, like other universities worldwide, is faced with the challenges associated with the outbreak of the COVID-19 pandemic. The challenge has changed our day-to-day lives, including the way we interact and conduct business. In the midst of this, WSU has had to change the way learning and teaching occurs. Traditional face-to-face tuition had to be adapted by moving to the online mode of teaching and learning to both minimise the time lost in the academic project and protect staff and students from the devastating effects of the virus. This article reflects the actions taken by the University and describes its pilot-project approach to online learning and those processes it has put in place to ensure its effective implementation. While it is accepted that switching to an online mode of teaching and learning can facilitate flexibility in space and time, the reality is that the majority of students at WSU -- mainly due to their geographical and socio-economic environments -- experience daily challenges ranging from poor network coverage, lack of internet connectivity, lack of electricity and other socio-economic impediments that make online learning stressful or beyond their reach. In this article, we present a model that could be used by higher education institutions (HEIs) to respond to COVID-19 in the short term. The proposed model is underpinned by a framework that caters for students who are readily able to access online learning, students with intermittent access to online facilities and finally, students who cannot access online education. First, we provide a brief description of online learning, highlighting the challenges presented to teaching and learning by this approach. We argue that our context and education policies present additional problems that militate against the adoption of online strategies by most HEIs. In the final instance, we present a framework that is better suited to our context and can be used during and after the lockdown. Data were collected using online questionnaires with both structured and open-ended questions from both lecturers and students to determine their experiences with the testing project. Lastly, we draw conclusions based on the findings of the study.
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- 2021
26. Perspectives of Academics and Graduates into the World of Work: A South African Study
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Osman, Khalid and Gerwel Proches, Cecile N.
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The aim of the study was to ascertain the expectations and perceptions of engineering graduates regarding an engineering career in the world of work, and compare them to perspectives of academic leaders of the engineering disciplines in which these graduates studied. Using a mixed-methods approach, the study firstly entailed a quantitative survey of engineering graduates at a South African University during their graduation using a questionnaire and convenience sampling. Graduates' needs, aspirations, reason for pursuing engineering and their expectations of the workplace were determined and analysed using the Biggs' Study Motives and Strategies framework. The study thereafter attempted to ascertain the perspectives of academic leaders at the same university, drawing from their years of experience and liaison with industry partners. Academic leaders at the university were interviewed qualitatively. An interpretivist paradigm was considered using deductive thematic semantic analysis on various themes concerning their views on graduate and employer expectations, trends, training programmes, postgraduate study, outcomes and attributes. The study also drew upon findings by the university Quality Promotions and Assurance survey for further corroboration of findings. Key misalignments between graduates and academic leaders were identified and discussed. The main misalignments included guidance expectations, niche proficiencies and innovation expectations. Key causes included language barriers, lack of engineering drive, high workload and surface study strategies, and assessment changes. Recommendations for the university's role in mitigating many of the issues and mis-alignments were provided, along with recommendations for any possible future research in this area.
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- 2023
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27. Overcoming 'Colonization of the Mind' through Citizenship Education: A Four-Dimensional Perspective
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J. L. Van der Walt, C. C. Wolhuter, and N. A. Broer
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This article is based on research into the phenomenon referred to as the "colonization of the mind." It commences with a discussion of four different backgrounds and concomitant experiences regarding this persistent form of colonization: two with reference to the authors of this article, and two with reference to distinguishable categories of Indigenous people who still feel the enduring effects of the colonization of the mind. After theorizing about the "living in two worlds" that seems to be typical of the colonization of the mind, the authors propose a number of biblically justifiable measures that can be implemented by those still feeling themselves suffering from this lingering form of colonization. These measures include the adoption of a reformed ontology, anthropology, ethics, and education. The paper concludes with a brief discussion of an adapted Citizenship Education school program that may contribute to the eradication of the colonization of the mind issue.
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- 2023
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28. Attitude and Performance: A Universal Co-Relation, Example from a Chemistry Classroom
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Chowdhury, P., Rankhumise, M. P., Simelane-Mnisi, S., and Mafa-Theledi, O. N.
- Abstract
Twenty-first century chemistry education researchers reported challenges in chemistry education pertaining to high school chemistry teaching-learning outcomes. Even though all studies intended to improve chemistry teaching-learning outcomes, unfortunately the impact of chemistry education research found not to be much encouraging. A few of these studies were compared to identify a possible missing link which is to be addressed under present context of chemistry education research (CER). The issue of students' attitude, perception and a link of performance in chemistry with attitude and perception drew the attention and found to be missing in the present CER studies. The need to address the issue within the context of existing school environment was felt. This communication is prepared based on an analysis of students' performance of eleventh grade students from a rural school of South Africa in a chemistry end-of- year test. [This study was presented at the International Conference on Science, Mathematics, Entrepreneurship and Technology Education.]
- Published
- 2020
29. A Linguistic Analysis of Spelling Errors in Grade 3 isiXhosa Home-Language Learners
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Daries, Mikaela A. and Probert, Tracy N.
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Background: Spelling is a vital component of literacy. This is because spelling includes multiple metalinguistic components, such as phoneme-grapheme awareness, orthographic awareness and morphophonemic knowledge. Despite this, there remains, to date, insufficient literature on spelling in the Southern Bantu languages and, more specifically, in isiXhosa. Objectives: This study explores the nature of spelling among Grade 3 isiXhosa home-language learners and provides a linguistic analysis of the types of errors produced by these learners. Method: Data were collected from 51 isiXhosa home-language learners using a carefully designed isiXhosa spelling task, which included both real and pseudowords. Results: The findings showed that grapheme complexity was a significant predictor of spelling error production in isiXhosa. Furthermore, the main error type for both real words and pseudowords was errors of omission, specifically ("n") in nasal blends and ("h") in aspirated digraphs. Conclusion: While the isiXhosa orthography is transparent, and thus relatively predictable in decoding, its agglutinative, conjunctive character coupled with the existence of a number of complex graphemes presents a greater challenge for spelling. This supports the need for targeted instruction of complex graphemes in isiXhosa pedagogical practice to improve encoding skills.
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- 2020
30. Photocatalytic degradation of a basic dye in water by nanostructured HPEI/TiO2 containing membranes
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Mathumba, Penny, Maziya, Khona, Kuvarega, Alex T, Dlamini, Langelihle N, and Malinga, Soraya P
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- 2020
31. Application of response surface methodology for simultaneous removal of major cations from seawater using metal oxide nanostructures
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Ramutshatsha, Denga, Ngila, JCatherine, Ndungu, Patrick G, and Nomngongo, Philiswa N
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- 2020
32. Failed intentions?: Meeting the water needs of people living with HIV in South Africa
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Galvin, Mary and Masombuka, Linah N
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- 2020
33. Experiencing Service Learning Partnership: A Human Development Perspective of Community Members
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Mtawa, Ntimi N. and Fongwa, Samuel N.
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Service-learning has, arguably, gained significant currency as a pedagogical and engagement mechanism within the broader discourse of universities and their role in community development. However, less emphasis has been placed on the human development dimensions of service--learning for community members, with the focus largely being on students' experiential learning and other academic outcomes for the university. Though usually conceived as an integral part in university-community partnerships, community members' role in the conception and implementation of service-learning initiatives is from a peripheral position. In this paper, we interrogate this lacuna by applying core tenets of the human development approach to document the experiences and perceptions of community members within a university-community service learning partnerships. From the analysis of qualitative data n = 22, we demonstrate that while service-learning enhances agency, it continues to operate within a historical context and contemporary political economy of South Africa, which obscure community members' active participation and empowerment towards inclusive and sustainable valued outcomes.
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- 2022
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34. A Comparison of the Early Reading Strategies of isiXhosa and Setswana First Language Learners
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Probert, Tracy N.
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Background: A large amount of evidence highlights the obvious inequalities in literacy results of South African learners. Despite this, a sound understanding of how learners approach the task of reading in the African languages is lacking. Aim: This article examines the role of the syllable, phoneme and morpheme in reading in transparent, agglutinating languages. The focus is on whether differences in the orthographies of isiXhosa and Setswana influence reading strategies through a comparative study of the interaction between metalinguistic skills and orthography. Setting: Data was collected from Grade 3 first-language and Grade 4 Setswana home language learners attending no fee schools in the Eastern Cape and North West Province respectively. Methods: Learners were tested on four linguistic tasks: an open-ended decomposition task, a phonological awareness task, a morphological awareness task and an oral reading fluency task. These tasks were administered to determine the grain size unit which learners use in connected-text reading. Results: The results indicated that syllables were the dominant grain size in both isiXhosa and Setswana, with the use of morphemes as secondary grains in isiXhosa. These results are reflected in the scores of the metalinguistic tasks. Conclusion: This research contributes to an understanding of how linguistic and orthographic features of African languages need to be taken into consideration in understanding literacy development.
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- 2019
35. Prevalence of bromide in groundwater in selected regions in South Africa
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Lucht, H L and Casey, N H
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- 2019
36. Development of a design and implementation process for the integration of hydrokinetic devices into existing infrastructure in South Africa
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Niebuhr, C M, van Dijk, M, and Bhagwan, J N
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- 2019
37. A Case Study of the Experiences of Women Leaders in Senior Leadership Positions in the Education District Offices
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Bodalina, Kishan N. and Mestry, Raj
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This research was inspired by two critical factors relating to women leaders in senior positions in education district offices. Firstly, women leaders are continually plagued with stereotyping, and secondly, women are repeatedly undermined by male colleagues. Although the South African Constitution and other related legislation prohibits any form of gender discrimination, inequalities and injustices against women still prevail. Women are subjected to a false notion that they lack the resilience and experience desired when faced with hard-hitting or threatening situations. The primary focus of this study was to explore the experiences of women leaders in senior positions in the Gauteng East Education District office. To underpin this study, intersectionality and feminist theories were selected. Using a qualitative case study, one of the main findings of this study revealed that women in senior leadership positions in education districts persistently struggled to balance their work and family life amidst rooted patriarchal systems and cultural traditions. These women primarily lacked the aspiration to apply for senior leadership positions, but through formal mentorship, dedication and resilience took up senior leadership positions in education district offices.
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- 2022
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38. Accessible Quality Higher Education for Students with Disabilities in a South African Open Distance and E-Learning Institution: Challenges
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Zongozzi, J. N.
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This article reports on a study conducted to explore the barriers towards accessible quality higher education for students with disabilities (SwDs) in a South African Open Distance and e-Learning (ODeL) institution. The ultimate purpose of this study is to understand and shed light on the challenges that need to be addressed to improve the Unisa practices in a manner that would ensure accessible quality higher education for SwDs. As such, this study which is of a qualitative nature employed a single case study research design wherein nine interviews with lecturers from seven teaching colleges at Unisa are conducted. The findings reveal that, based on the perceptions of lecturers, quality higher education for SwDs at Unisa is hampered by lack of awareness and clear procedures to identify SwDs, inaccessible learning material for SwDs and lack of capacity by lecturers to support SwDs. While it is expected that this study may not culminate in recommendations for practice as a result of limitations posed by its design, it is anticipated that its logical ending points will serve to influence future practice. Nevertheless, it is recommended for future research in South African ODeL to focus on identifying best practices that can be adapted to enhance quality higher education for SwDs in relation to the above-mentioned challenges.
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- 2022
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39. Responsiveness vs. Accessibility: Pandemic-Driven Shift to Remote Teaching and Online Learning
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Ndzinisa, N. and Dlamini, R.
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During the first four weeks of the COVID-19 lockdown, African countries recognized that the COVID-19 pandemic would be one of the biggest disasters the continent has faced in recent times. The effects of the virus were being felt at unprecedented levels and like all nations in the world, countries in the Southern African Customs Union (SACU) were grappling with travel bans and social distancing measures. Through a critical discourse analysis lens, this article examines the tensions and contradictions evident in the excerpts of online news articles and newspaper reports published from March 2020 to September 2020 in the SACU region, focusing on the instructive decision-makers charged with the pandemic-driven technology's adoption and the impact of these decisions on tertiary students in the region. Central to our argument is that responsiveness should not come at the cost of accessibility as this will have a negative impact on remote teaching and online learning, and further entrench the vicious cycle of epistemic injustice and inequity. The discourse in the media reveals that most universities are heavily reliant on learning management systems in an attempt to save the academic year, while there is evidence of unevenness in the distribution of digital infrastructure which has an impact on economically marginalized students. Beyond digital equity issues, there was a need for differentiated professional development activities for lecturers on technology-enabled pedagogies and e-assessments. Furthermore, there is a need for an in-depth exploratory large-scale research to document user-stories on the emergence of remote teaching in the SACU region in order to develop a service-oriented architecture for digital education in higher education institutions (HEIs).
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- 2022
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40. Relational Collaborative Autoethnography: Post-Doctoral Fellowship in South Africa
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Nel, N. M.
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During a relational collaborative autoethnographic process, a postdoctoral fellow (PDF) and his mentor, reflect on their challenges and experiences as mentor and mentee during a two-year PDF programme at an open and distance learning (ODL) university. They recognise the benefits of the PDF programme from both a mentor and mentee perspective, despite the challenges they faced. Credit is awarded to the sound relationship that they forged within a collaborative climate where they agreed upon common goals, which were beneficial for both parties. The focus for the PDF was the research area since great emphasis is placed it at the hosting university. Since the dominant mode of enquiry is a relational collaborative autoethnography, they were able to lay a good foundation and lean on positive psychology and mentoring and learning theories to solidify the message of their stories. In so doing they believe that the research question has been addressed and that it may lend strength to the notion of an improved PDF programme to be offered at the particular university.
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- 2018
41. Arts across the Curriculum as a Pedagogic Ally for Primary School Teachers
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van Vuuren, Eurika N. Jansen
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The arts as a pedagogic medium can be an important tool for language learning, and yet many teachers avoid it, often because of a lack of confidence. The main purpose of this study was to explore the possibility of generalist educators, as opposed to art specialists, using the arts successfully as a cross-curricular tool to accelerate English First Additional Language acquisition. Most South African learners speak African languages as a mother tongue, yet they are taught in English from Grade 4 onwards. With the use of an action research project, learners' English proficiency was assessed with a custom-designed tool and, thereafter, they participated in 10 weekly sessions of arts-integrated English activities before being re-assessed. Positive results confirmed that generalist educators are able to utilise arts, and it showed the urgency for more focused arts-integrated educational training in generalist educator courses at South African universities. Although the research was limited in scope, it raises the question of how teachers for the primary school are educated with regard to learning a language with the use of the arts.
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- 2018
42. Imaginative Play and Reading Development among Grade R Learners in Kwazulu-Natal: An Ethnographic Case Study
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Neha, Mitasha and Rule, Peter N.
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This article argues that imaginative play can fulfil a valuable role in the development of reading among pre-school children. It uses Feuerstein's Mediated Learning Experience as a theoretical lens and defines the concepts related to imaginative play, focussing particularly on symbolic and dramatic play. Drawing on an ethnographic case study of the reading development of four pre-schoolers, aged between 5 and 6, in their home environments in KwaZulu-Natal, it shows how imaginative play is a generative aspect of early reading in the home. It is through imaginative play that the children were able to make sense of what they had read, transfer it to other contexts and explore its implications in a child-centred way. Imaginative play can take early reading from the realms of print and digital media into those of movement, dressing-up, role-playing, visual and aural stimulation--holistic and integrative ways of 'comprehending' the text. The article concludes with a discussion of the challenges and potential pedagogical implications of the research findings.
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- 2018
43. Effect of landcover/land-use changes on water availability in and around Ruti Dam in Nyazvidzi catchment, Zimbabwe
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Gumindoga, W, Rwasoka, DT, Ncube, N, Kaseke, E, and Dube, T
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- 2018
44. Transcription as a Key Phase of Data Analysis in Qualitative Research: Experience from Kwazulu-Natal, South Africa
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Oluwafemi, Adeagbo, Xulu, S., Dlamini, N., Luthuli, M., Mhlongo, T., Herbst, C., Shahmanesh, M., and Seeley, J.
- Abstract
Transforming spoken words into written text in qualitative research is a vital step in familiarizing and immersing oneself in the data. We share a three-step approach of how data transcription facilitated an interpretative act of analysis in a study using qualitative data collection methods on the barriers and facilitators of HIV testing and treatment in KwaZulu-Natal, South Africa.
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- 2021
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45. Mentoring and Preparing Primary School Mathematics Teachers
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Msimango, M. N., Fonseca, K., and Petersen, N. F.
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This article reports on the mentoring of foundation phase teachers and their development of disciplinary-specific knowledge, particularly how the practicum provides a space for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) for student teachers, given the generalist knowledge base of many primary school teacher mentors. Data was collected through semi-structured interviews with two Grade 2 mentors and focus group interviews with third-year student teachers in an urban university setting. A two-step process of analysis comprising open-ended coding, followed by a form of deductive coding, within a framework derived from literature on the development of MCK and MPCK, lead to two main findings. Firstly, mentors might have hindered student teachers' development of MCK and MPCK, thus impacting on the building of comprehensive conceptual models of good mathematics teaching practice. Secondly, the efficacy of the university-led training is questioned. We therefore recommend that greater emphasis be placed on the development of subject-specific mentoring practices, especially in scarce-skills areas such as mathematics, and argue for a set of standards for mathematics-specific mentoring practices in South African primary school teacher education.
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- 2020
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46. Water security in South Africa: Perceptions on public expectations and municipal obligations, governance and water re-use
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Rodda, N, Stenstrom, TA, Schmidt, S, Dent, M, Bux, F, Hanke, N, Buckley, CA, and Fennemore, C
- Published
- 2016
47. Mathematical Errors Made by High Performing Candidates Writing the National Benchmark Tests
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Bohlmann, Carol A., Prince, Robert N., and Deacon, Andrew
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When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students' academic and quantitative literacy, and mathematical competence, assess the relationships between higher education entry-level requirements and school-level exit outcomes, provide a service to higher education institutions with regard to selection and placement, and assist with curriculum development, particularly in relation to foundation and augmented courses. We recognise there is a need for better communication of the findings arising from analysis of test data, in order to inform teaching and learning and thus attempt to narrow the gap between basic education outcomes and higher education requirements. Specifically, we focus on identification of mathematical errors made by those who have performed in the upper third of the cohort of test candidates. This information may help practitioners in basic and higher education. The NBTs became operational in 2009. Data have been systematically accumulated and analysed. Here, we provide some background to the data, discuss some of the issues relevant to mathematics, present some of the common errors and problems in conceptual understanding identified from data collected from Mathematics (MAT) tests in 2012 and 2013, and suggest how this could be used to inform mathematics teaching and learning. While teachers may anticipate some of these issues, it is important to note that the identified problems are exhibited by the top third of those who wrote the Mathematics NBTs. This group will constitute a large proportion of first-year students in mathematically demanding programmes. Our aim here is to raise awareness in higher education and at school level of the extent of the common errors and problems in conceptual understanding of mathematics. We cannot analyse all possible interventions that could be put in place to remediate the identified mathematical problems, but we do provide information that can inform choices when planning such interventions.
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- 2017
48. Assessing the Utilization Level of E-Learning Resources among ODL Based Pre-Service Teacher Trainees
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Olaniran, Sunday O., Duma, M. A. N., and Nzima, D. R.
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Electronic resources have become a dominant feature of higher education, both traditional and distance learning based. Unlike in the past when universities relied majorly on the physical library and hard copy of books, e-books accessible through e-libraries are the dominant features of this century's institutions of higher learning. This study investigated pre-service teacher trainees by distance and the utilization of e-learning resources. A survey research design was used to carry out the study. One hundred and forty-four (144) pre-service teachers by distance from three institutions offering teacher training programmes by distance in South Africa completed the anonymous web based survey designed to gather data which provide answers to the five (5) research questions in the study. The results revealed a high utilization of e-resources to learn but a low utilization of e-resources to teach among the respondents. The study recommends institutional based training on the techniques of accessing and utilizing e-learning resources for pre-service teacher trainees in ODL institutions.
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- 2017
49. Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation
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Okeke, Chinedu I. and Mtyuda, Pamela N.
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Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachers' broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.
- Published
- 2017
50. Exploring Students' Reading Profiles to Guide a Reading Intervention Programme
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Boakye, Naomi A. N. Y.
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There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and the specific nature of the challenges. Thus interventions may not address students' specific reading needs. This paper reports on a study that explored students' reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students' reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students' reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students' use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.
- Published
- 2017
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