• Vulnerability: self-study’s contribution to social justice education 

  Knowles, Corinne (Faculty of Education, University of the Free State, 2014)

  Teaching, as a social justice project, seeks to undo and re-imagine oppressive pedagogies in order to transform teachers, their students, and the knowledge with which they work. In this article, I argue that self-study ...

• “Digging deep”: self-study as a reflexive approach to improving my practice as an artist, researcher and teacher 

  Scott, Lee (Faculty of Education, University of the Free State, 2014)

  In this article, I show how I enhanced my understanding of my practice as an artist, researcher and teacher using a self-study approach in my recently completed Master of Technology (M.Tech.) dissertation in Graphic ...

• The director’s ‘I’: theatre, self, and self-study 

  Meskin, Tamar; Van der Walt, Tanya (Faculty of Education, University of the Free State, 2014)

  This article interrogates the connections between the self-study research methodology and the making of a piece of theatre, and explores ways in which self-study can offer a new arts-based research paradigm for theatre-makers. ...

• Values-based self-reflective action research for promoting gender equality: some unexpected lessons 

  Wood, Lesley (Faculty of Education, University of the Free State, 2014)

  The idea of using values as a means of guiding our research decisions and judging the validity of our claims of knowledge is well established in literature on the self-reflective genre of action research. Values in action ...

• Beyond metaphor drawings to envisage integration of HIV & AIDS education: a self-study in primary mathematics teacher education 

  Van Laren, Linda (Faculty of Education, University of the Free State, 2014)

  Researchers using participatory methods that are engaging, purposeful and facilitate social change may need further pragmatic strategies to encourage the required change. Using pencil-and-paper drawings to introduce HIV ...

• Arts-based self-study: documenting the ripple effect 

  Weber, Sandra (Faculty of Education, University of the Free State, 2014)

  Like all forms of inquiry, arts-based self-study research can have unexpected consequences. Although we may start out with a fairly clear objective, the data we generate through arts-based methods might address other ...

• Self-study of educational practice: Re-imagining our pedagogies 

  Pithouse-Morgan, Kathleen; Mitchell, Claudia; Pillay, Daisy (Faculty of Education, University of the Free State, 2014)

  Abstract not available

• A Rasch analysis to determine the difficulty of the National Senior Certificate Mathematics examination 

  Sewry, Joyce; Mokilane, Paul (Faculty of Education, University of the Free State, 2014)

  The National Senior Certificate (NSC) examinations were written for the second time in 2009 amid much criticism. In this study, scripts of candidates who wrote the NSC Mathematics examinations (papers 1 and 2) in 2009 ...

• Questioning the validity of inquiry assessment in a high stakes Physical Sciences examination 

  Ramnarain, Umesh (Faculty of Education, University of the Free State, 2014)

  The South African science curriculum advocates an inquiry-based approach to practical work. Inquiry is a complex and multifaceted activity involving both cognitive and physical activity; thus, paper-and-pencil items do ...

• A model for assessment: integrating external monitoring with classroombased practice 

  Long, Caroline; Dunne, Tim; Mokoena, Gabriel (Faculty of Education, University of the Free State, 2014)

  was that the quality of education would improve. Assessment instruments in the form of written tests were constructed in order to perform a monitoring function. The introduction of standards and the associated monitoring ...

• Reviewing the language compensation policy in the National Senior Certificate 

  Taylor, Stephen (Faculty of Education, University of the Free State, 2014)

  The National Senior Certificate or “matric” examination is a key point of access to further education and the labour market in South Africa. Since 1999, matric candidates whose first language is not Afrikaans or English ...

• Setting standards and primary school teachers’ experiences of the process 

  Scherman, Vanessa; Zimmerman, Lisa; Howie, Sarah J.; Bosker, Roel (Faculty of Education, University of the Free State, 2014)

  In South Africa, very few standard-setting exercises are carried out in education and, if they are, teachers are not involved in their execution. As a result, there is no clear understanding of what the standard is and ...

• Teachers’ conceptions of standards in South African Basic Education and Training: a case study 

  Sosibo, Lungi; Nomlomo, Vuyokazi (Faculty of Education, University of the Free State, 2014)

  In South Africa, the Department of Basic Education and Training (DBE) is responsible for primary and secondary education (Grades R-12). In an effort to improve educational standards in literacy, numeracy and mathematics, ...

• Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training 

  Pretorius, Elizabeth J. (Faculty of Education, University of the Free State, 2014)

  This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. ...

• An exploration of the common content knowledge of high school mathematics teachers 

  Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani (Faculty of Education, University of the Free State, 2014)

  Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers’ knowledge of the mathematics they are themselves ...

• Mapping socio-economic status, geographical location and matriculation pass rates in Gauteng, South Africa 

  Pienaar, Richelle; McKay, Tracey Morton (Faculty of Education, University of the Free State, 2014)

  In South Africa, prior to 1994, the racially defined geographical neighbourhood in which a child resided usually determined which school they could enrol in. Post 1994, this changed to legally allow enrolment in any ...

• Constantly weighing the pig will not make it grow: do teachers teach assessment tests or the curriculum? 

  Le Cordeur, Michael (Faculty of Education, University of the Free State, 2014)

  For a number of years now, South Africa, like many other countries, has been debating a major paradigm shift in education, a shift from learning and teaching, which focused primarily on content to learning and teaching ...

• Standards and standard setting and the post school curriculum 

  Young, Michael (Faculty of Education, University of the Free State, 2014)

  This paper is concerned with the role of standards and standard setting in shaping the expansion of post school education in highly unequal society. It draws on an account of the debates and policies on standards in the ...

• Language, literacy, and the needs of the multilingual child 

  Snow, Catherine E. (Faculty of Education, University of the Free State, 2014)

  In this article, I first take on the issue of standards and the degree to which they do or do not contribute to the improvement of language and literacy outcomes for children in multilingual societies. Then I consider ...

• Standards in education and training: the challenge: editorial 

  Lepota, Biki; Murray, Sarah (Faculty of Education, University of the Free State, 2014)

  Abstract not available

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