PiE 2015 Volume 33 Issue 3
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Problematising the standardisation of leadership and management development in South African schools
(Faculty of Education, University of the Free State, 2015)In 2007 the Department of Education introduced the standards-based Advanced Certificate in Education: School Management and Leadership. The standardisation of leadership and management development in South African schools ... -
Multimodality in science education as productive pedagogy in a PGCE programme
(Faculty of Education, University of the Free State, 2015)Initial teacher education programmes such as the Postgraduate Certificate in Education (PGCE) in South Africa are undergoing significant changes with the introduction of a new policy regime. This paper briefly outlines ... -
The need for place-based education in South African schools: the case of Greenfields Primary
(Faculty of Education, University of the Free State, 2015)The discourses of accountability and global economic competitiveness have impacted negatively on the quality of education in schools worldwide. Focused attention on the social and ecological places that people inhabit ... -
Developing empathetic skills among teachers and learners in high schools in Tshwane: an inter-generational approach involving people with dementia
(Faculty of Education, University of the Free State, 2015)This article describes the implementation and outcomes of an experiential learning approach to facilitate the development of empathetic skills among teachers and learners at two high schools in Tshwane, South Africa. An ... -
Youth perspectives of achievement: is money everything?
(Faculty of Education, University of the Free State, 2015)This article draws from a qualitative research project completed at Victoria High School (pseudonym) in Cape Town in 2012 which explored 13 learners’ perspectives of achievement and its influence on their lives and ... -
Helping learners think more hopefully about life after school: the usefulness of participatory visual strategies to make career education more contextually relevant
(Faculty of Education, University of the Free State, 2015)Learners living in challenging socio-economic circumstances face limited opportunities for further education and employment. In this context, formal career guidance which merely provides information about specific jobs ... -
The external contingencies and development processes of students with emotional disabilities
(Faculty of Education, University of the Free State, 2015)This paper examines the external contingencies that students with emotional disabilities (ED) experience throughout childhood and adolescence. It presents an in-depth assessment of the impact of external dynamics on the ... -
Doctoral writing for publication at a leading African university: publication patterns and pedagogies
(Faculty of Education, University of the Free State, 2015)Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills ... -
Estimation of promotion, repetition and dropout rates for learners in South African schools
(Faculty of Education, University of the Free State, 2015)A new procedure for estimating promotion, repetition and dropout rates for learners in South African schools is proposed. The procedure uses three different data sources: data from the South African General Household ... -
Socio-economic factors affecting parents’ involvement in homework: practices and perceptions from eight Johannesburg public primary schools
(Faculty of Education, University of the Free State, 2015)This paper examines socio-economic factors influencing parental involvement in homework at the Foundation Phase in eight Johannesburg public primary schools. The research was conducted among over 600 parents from schools ... -
Guided group reflections of first-year pre-service teachers: moving beyond the rhetoric of "go and reflect"
(Faculty of Education, University of the Free State, 2015)In South Africa, pre-service teachers enter education programmes with diverse preunderstandings of the teaching profession. For some, their experiences are often naively divorced from a genuine understanding of how ...
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