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Journal of Educational Studies

Journal of Educational Studies is a scholarly, peer-reviewed accredited journal by the Department of Education that seeks the submission of unpublished articles on current educational issues. It encourages debate, both theoretical and practical, on a wide range of topics that represent a variety of interdisciplinary, cross-disciplinary and trans disciplinary interests. Journal of Educational Studies is interested in attracting submissions which exhibit innovative diverse research paradigms, methods and approaches. The Journal seeks to arouse reader’s interests and stimulate debate on education and transformation with respect to education in its broadest sense, and to be accessible to the broad readership of the education community. What is of particular interest to the Journal are manuscripts that seek to contribute to the challenges facing primary, secondary and higher education on the African continent as well as in broader international and global contexts.
Publisher | University of Venda |
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Frequency | Bi-annually |
Coverage | Vol 9 Issue 2 2010 - current |
Accreditation(s) |
Department of Higher Education and Training (DHET) |
Language | English |
Journal Status | Active |
Collection(s) |
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Mathematical modelling competencies of lower-achieving grade 7 learners
This article presents the results of a design research teaching experiment that investigated and documented the modelling competencies of grade 7 learners at a primary school in South Africa. Modelling competencies across cognitive, meta-cognitive and affective dimensions were identified through the literature study. Twelve participants were purposively selected according to their school results based on traditional assessment in mathematics. Three groups were identified: one group comprised of learners whose mathematics results were above average and two groups comprised of learners whose mathematics results were below average. Learners worked in groups on three modelling tasks over a period of 12 weeks. Audio recordings and transcriptions as well as researcher observation notes were used for data collection to determine modelling competencies within the groups. This article specifically discusses the modelling competencies of one of the groups comprised of lower-achieving learners working on one of the modelling problems. The study found that these learners were able to successfully complete the modelling task. Modelling competencies in this group were, however, negatively affected by reading abilities and metacognitive competencies. It is recommended that modelling receives attention at primary-school level since it elicits and develops competencies that are not always evident in traditional direct instruction.
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A narrative investigation into staff development as leadership task of school managers in the Nkangala District
In this article aspects of staff development as a long-term leadership task of school managers is investigated. The narrative method of inquiry is used to determine the state of professional development and empowerment of staff in twenty eight schools of the Nkangala District in the Mpumalanga Province of South Africa. The findings inter alia indicate that school managers need to do needs analyses among their staff to counter the haphazard and minimalistic approach to professional development; assist staff with psychological challenges in doing their jobs well; and need training to upgrade their provision of effective leadership regarding the professional development of their staff. These are important findings in the light of the implementation of the South African Council for Educators’ (SACE) professional development initiatives.
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Women’s voices of and on leadership in higher education : a South African perspective
The African Union declared 2015 as the “Year of Women’s Empowerment and Development towards Africa’s Agenda 2063. In spite of this declaration, research shows that although South Africa is doing well in the access of women to Higher Education (HE), the country has not yet succeeded in translating this into women as leaders in HE. This paper is on an empirical study on women’s voices of and on women and leadership in HE. The study is based on an analysis of the qualitative data, focused on structural and cultural factors, that serve as possible contributors to the lack of women in leadership positions in HEIs. The four women interviewed in this study, were from two Eastern Cape universities, and either previously occupied senior or executive management positions, or occupied the positons at the time when the research was conducted. The data from the face-to-face interviews was transcribed and reviewed for common emerging characteristics which were clustered according to common themes. Findings indicate a life-career advancement continuum particular to women, which needs to be considered in policy implementation, as well as a lack of accountability on the part of HEIs in the implementation of national and international imperatives around women and leadership. It is recommended that Government drives accountability at HEIs, to ensure the implementation of Legislation and Policy promoting access to women in leadership at the highest echelons.
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The role of security guards in creating effective learning environment in South African schools
Although the South African Constitution and legislation makes provision for the protection of the rights and safety of learners in schools, researchers suggest that teachers and learners in South African schools are still unsafe. However, actual teaching and learning can only occur in a safe school environment. This research was designed to investigate the role of security guards in creating effective schools, which is vital for the safety of learners, educators, support staff and other workers. The research focused on the public secondary schools in Vhembe District of South Africa, where a practical field study was conducted. A simple one random sampling strategy was used to select the participants. The data collection instrument that was prepared and administered by the researcher was based on the quantitative approach. The results of the analysis revealed that the advocacy of security guards to maintain discipline in schools and to help eliminate school-based violence should not be underestimated. If schools could be encouraged to view the safety and security problems in context, it could be possible not only to achieve and advance the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society.
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Collaboration in mentoring between teachers’ colleges and primary schools - a Zimbabwean experience
This study is qualitative in nature. It explores the collaboration between primary teacher training colleges and host primary schools under the auspices of the Student Teacher Mentoring Programme (STMP). The study focuses on three primary teachers’ colleges and four urban primary schools in Masvingo Province in Zimbabwe. The sample consisted of three college principals, three lecturers, four school heads and eight host teachers that were purposefully sampled. In-depth individual interviews were conducted with college principals, lecturers and school heads. Data from the host teachers were obtained through the use of focus group interviews. All the interviews were audio recorded and the researchers transcribed the data. To enhance credibility, the data were presented verbatim using direct quotations from the respondents. The data were analysed using content analysis. The findings of the study revealed a positive partnership between the stakeholders. However, there was lack of adequate communication between schools and colleges. Teachers in schools felt undervalued by college lecturers. There was inconsistency in the award of lesson observation marks. Constant communication between colleges and schools is recommended. It is further recommended that the input of host teachers and their invaluable support and guidance of student teachers is acknowledged and their input on the lessons observed addressed. The study recommends that further research be carried on how best to award marks on observed lessons. Factors such as lecturers’ and host teachers expertise in assessment procedures could also be explored.
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Analysing the causal link relationship between social assistance programs and the rate of secondary school drop-outs
This study examined the role of social protection in reducing the rate of school dropouts in secondary education in the Masvingo District of Zimbabwe. An examination of the role of social assistance on secondary school education was achieved by discussing the various initiatives which have been implemented by Non-Governmental Organisations (NGOs) and the government in reducing the number of school dropouts. The study was motivated by the supposition that despite the variety of social assistance programs that are in place, the school dropout phenomenon is still rife amongst secondary school learners. The paper outlined various socio-economic and political depressions that have affected secondary school education since Zimbabwe’s independence in 1980. The study adopted the qualitative research methodology because it created a pathway of the people’s accounted experiences through in-depth interviews which enabled an understanding of the successes and failures of NGOs and government in reducing the number of school dropouts. The findings of the study revealed that Zimbabwe’s social assistance programmes are not adequate in reducing the number of school dropouts. From the findings, the study established a holistic approach that can be used to reduce the rate of school dropouts which involves NGOs and government working together to ensure that learners are retained in the secondary schools.
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