Journal of Educational Studies

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.

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.

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.