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Improving the instructional leadership of heads of department in under-resourced schools: a collaborative action-learning approach
(Education Association of South Africa (EASA), 2016)
An unacceptable number of learners in under-resourced schools in South Africa are failing to perform adequately in national and international benchmark tests. Poor learner performance has been linked to poor-quality teaching, ...
Using life design with vulnerable youth
(Wiley, 2016)
Career counseling processes normed for Western contexts may not fully address the needs of vulnerable youth in disadvantaged, non-Western contexts. Therefore, this study examined the utility of a narrative career counseling ...
Shaping social literacy through HIV in Higher Education curricula
(Higher Education South Africa (HESA), 2016)
This article outlines a case for curriculum transformation in respect of HIV education, spearheaded in part by policy debates in the South African Higher Education sector, as well as by the broader social movement led by ...
A participatory approach to service-learning in creative arts education: a win-win learning opportunity for campus and community?
(University of KwaZulu-Natal, 2016)
Service-learning has been shown to be effective in preparing students to live and work in a diverse and rapidly changing society, especially when it is based on a democratic partnership between university students and ...
An action-learning model to assist Circuit Teams to support School Management Teams towards whole-school development
(Education Assoc South Africa (EASA), 2016)
The Education District and Circuit Offices in South Africa are mandated by the Department of Basic Education to support schools under their jurisdiction. Reasons for the lack of such support to schools have been highlighted ...
Collaborated understandings of context-specific psychosocial challenges facing South African school learners: a participatory approach
(Faculty of Education, Nelson Mandela Metropolitan University, South Africa, 2016)
South African teachers are not sufficiently equipped to address psychosocial challenges that they encounter in under-resourced contexts among learners at school, and which impact negatively on learning and teaching. In ...