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Showing 1 to 15 of 101 results Save | Export
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Mayeza, Emmanuel; Bhana, Deevia – South African Journal of Education, 2021
In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity…
Descriptors: Foreign Countries, Bullying, Males, Masculinity
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Kesicioglu, Oguz Serdar – South African Journal of Education, 2021
The research reported on here was designed in a qualitative approach to present the opinions of pre-service pre-school teachers on the use of mathematics activities. The sample consisted of 10 pre-service teachers, who in their fourth year of pre-school education in the teaching department in 2017 to 2018. The pre-service teachers in the study…
Descriptors: Preservice Teachers, Preschool Teachers, Student Attitudes, Mathematics Instruction
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Ralejoe, Malehlanye – South African Journal of Education, 2021
The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a…
Descriptors: Inclusion, Mainstreaming, Secondary School Students, Student Attitudes
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Naidoo, Jayaluxmi; Kapofu, Winfilda – South African Journal of Education, 2020
In this article we explore female learners' perceptions of learning Grade 11 geometry. Many learners have difficulty in learning geometry in mathematics, thus, teachers and researchers are constantly searching for reasons why learners have challenges with learning geometry with the aim of developing suitable pedagogic strategies to alleviate these…
Descriptors: Foreign Countries, High School Students, Grade 11, Females
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Ngobeni, Winnie Poelane; Maimane, Joseph Ramathibela; Rankhumise, Mmushetji Petrus – South African Journal of Education, 2020
In the study reported on here we investigated the effects of sign language barriers among Deaf learners in special schools for the Deaf and Blind in the Motheo District in the Free State province of South Africa. Semi-structured focus group interviews were held with 7 teachers (2 males and 5 females) and 10 Grade 8 learners (6 males and 4 females)…
Descriptors: Sign Language, Deafness, Teaching Methods, Foreign Countries
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Mtshali, Muntuwenkosi Abraham; Maistry, Suriamurthee Moonsamy; Govender, Desmond Wesley – South African Journal of Education, 2020
The introduction of online-supported teaching and learning in education calls for a better understanding of how online support is experienced by South African students (many of whom encounter this technology for the very first time at university) and how their experiences of online support may influence their learning. The mixed-methods approach…
Descriptors: Group Discussion, Computer Mediated Communication, Educational Technology, Technology Uses in Education
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Tsuei, Mengping; Huang, Hsiu-Wen; Cheng, Shu-Fen – South African Journal of Education, 2020
Reading competence is one of the most critical skills for children's academic success. In the study reported on here we proposed an integrated peer-tutoring strategy for reading comprehension that employs e-books for elementary school students. The effects of this strategy on children's reading comprehension were investigated using a…
Descriptors: Peer Teaching, Reading Strategies, Instructional Effectiveness, Reading Comprehension
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Elçi, Ebru; Uzunboylu, Hüseyin – South African Journal of Education, 2020
The aim of the study reported on here was to develop a universal and cultural values scale (UCVS) to measure the universal and cultural values to be incorporated in primary education. The items measured were derived from an item pool prepared with expert consultation. The study was conducted with 360 fifth-grade students who attended primary…
Descriptors: Test Construction, Values Education, Elementary School Students, Grade 5
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Murphy, P. Karen; Ebersöhn, Liesel; Omidire, Funke; Firetto, Carla M. – South African Journal of Education, 2020
The nature of discourse within classrooms strongly predicts students' ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language…
Descriptors: Discourse Analysis, Critical Thinking, Classroom Communication, Rural Areas
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Al Shoura, Hamza Mahmoud; Ahmad, Aznan Che – South African Journal of Education, 2020
In the study reported on here we examined the extent of pre-service teachers' supportiveness for educational inclusion (EI) of students with severe or profound and multiple learning difficulties (SPMLD) in order to identify their attitudinal predictors, as well as the challenges faced in such a process. An attitudinal survey with 33 items was…
Descriptors: Inclusion, Students with Disabilities, Multiple Disabilities, Severe Disabilities
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Anderson, Bronwynne – South African Journal of Education, 2020
This article focuses of 13 high school boys' experiences of getting into "trouble" in a former Coloured township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered "troublesome" at school. Data collection included focus groups, semi-structured open-ended individual…
Descriptors: Foreign Countries, High School Students, Males, Blacks
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Gamede, Vangeli Wiseman – South African Journal of Education, 2020
The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners,…
Descriptors: Foreign Countries, Rural Schools, Student Participation, Participative Decision Making
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Moseki, Monki M.; Schulze, Salomé – South African Journal of Education, 2019
Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By…
Descriptors: Self Management, High School Students, Grade 10, Urban Schools
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Tawodzera, Mazvita Cecilia; Themane, Mahlapahlapana – South African Journal of Education, 2019
Since the year 2000, a deepening political and economic crisis in Zimbabwe has forced parents to emigrate en masse to regional and international destinations such as South Africa, Botswana, Namibia, and the United Kingdom, the United States of America, Canada, Australia, and New Zealand respectively. Without guaranteed employment and with little…
Descriptors: Foreign Countries, Inclusion, Family Structure, Barriers
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Morse, Katherine – South African Journal of Education, 2019
Do high school learners in Cape Town have realistic tertiary study plans? During 2015, 813 Grade 11 learners were surveyed with regard to their expectations for academic achievement and post-school plans. Learners attended average-performing, noor low-fee Cape Town high schools. Follow-up discussions were held with 10 learners, 2 teachers and 1…
Descriptors: Foreign Countries, High School Students, Academic Aspiration, Postsecondary Education
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