for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: Sabinet Online Ltd   (Total: 188 journals)

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

              [Sort by number of followers]   [Restore default list]

Showing 1 - 188 of 188 Journals sorted alphabetically
ACCORD Occasional Paper     Open Access   (Followers: 4)
Acta Academica     Full-text available via subscription   (Followers: 5, SJR: 0.13, h-index: 4)
Acta Classica : Proceedings of the Classical Association of South Africa     Full-text available via subscription   (Followers: 6, SJR: 0.102, h-index: 2)
Acta Criminologica     Full-text available via subscription   (Followers: 1)
Acta Germanica : German Studies in Africa     Full-text available via subscription   (Followers: 1)
Acta Juridica     Full-text available via subscription   (Followers: 9)
Acta Patristica et Byzantina     Full-text available via subscription   (Followers: 9)
AFFRIKA J. of Politics, Economics and Society     Full-text available via subscription   (Followers: 1)
Africa Conflict Monitor     Full-text available via subscription   (Followers: 3)
Africa Insight     Full-text available via subscription   (Followers: 14)
Africa Institute Occasional Paper     Full-text available via subscription   (Followers: 2)
Africa J. of Nursing and Midwifery     Full-text available via subscription   (Followers: 10, SJR: 0.128, h-index: 4)
AfricaGrowth Agenda     Full-text available via subscription   (Followers: 1)
African Entomology     Full-text available via subscription   (Followers: 8, SJR: 0.295, h-index: 21)
African Finance J.     Full-text available via subscription   (Followers: 17, SJR: 0.168, h-index: 2)
African J. for Physical, Health Education, Recreation and Dance     Full-text available via subscription   (Followers: 6)
African J. of Business and Economic Research     Full-text available via subscription   (Followers: 1)
African J. of Democracy and Governance     Full-text available via subscription   (Followers: 4)
African J. of Herpetology     Full-text available via subscription   (Followers: 6, SJR: 0.327, h-index: 10)
African J. of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
African J. of Rhetoric     Full-text available via subscription   (Followers: 2)
African J. of Wildlife Research     Full-text available via subscription   (Followers: 3)
African Plant Protection     Open Access   (Followers: 2)
African Renaissance     Full-text available via subscription   (Followers: 2)
African Safety Promotion     Full-text available via subscription   (Followers: 4)
African Yearbook of Rhetoric     Full-text available via subscription   (Followers: 1)
Africanus     Full-text available via subscription   (Followers: 2)
Agriprobe     Open Access  
Akroterion     Full-text available via subscription   (Followers: 4)
Annals of the Ditsong National Museum of Natural History     Full-text available via subscription   (Followers: 3)
Annual Survey of South African Law     Full-text available via subscription   (Followers: 5)
Ars Nova     Full-text available via subscription   (Followers: 1)
Article 40     Open Access   (Followers: 2)
BER : Architects and Quantity Surveyors' Survey     Full-text available via subscription   (Followers: 6)
BER : Building and Construction : Full Survey     Full-text available via subscription   (Followers: 10)
BER : Building Contractors' Survey     Full-text available via subscription   (Followers: 4)
BER : Building Sub-Contractors' Survey     Full-text available via subscription   (Followers: 3)
BER : Capital Goods Industries Survey     Full-text available via subscription   (Followers: 1)
BER : Consumer Confidence Survey     Full-text available via subscription   (Followers: 4)
BER : Consumer Goods Industries Survey     Full-text available via subscription  
BER : Economic Prospects : An Executive Summary     Full-text available via subscription  
BER : Economic Prospects : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Intermediate Goods Industries Survey     Full-text available via subscription   (Followers: 1)
BER : Manufacturing Survey : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Motor Trade Survey     Full-text available via subscription   (Followers: 1)
BER : Retail Sector Survey     Full-text available via subscription   (Followers: 2)
BER : Retail Survey : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Survey of Business Conditions in Building and Construction : An Executive Summary     Full-text available via subscription   (Followers: 4)
BER : Survey of Business Conditions in Manufacturing : An Executive Summary     Full-text available via subscription   (Followers: 3)
BER : Survey of Business Conditions in Retail : An Executive Summary     Full-text available via subscription   (Followers: 3)
BER : Trends : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Wholesale Sector Survey     Full-text available via subscription   (Followers: 1)
Building Women     Full-text available via subscription  
Bulletin of Statistics     Full-text available via subscription   (Followers: 4)
Business Tax and Company Law Quarterly     Full-text available via subscription   (Followers: 5)
Cabo     Full-text available via subscription  
Cardiovascular J. of Africa     Full-text available via subscription   (Followers: 4, SJR: 0.414, h-index: 22)
Cardiovascular J. of South Africa     Full-text available via subscription   (Followers: 1)
Child Abuse Research in South Africa     Full-text available via subscription   (Followers: 1)
Civil Engineering = Siviele Ingenieurswese     Full-text available via subscription   (Followers: 4)
Clean Air J.     Full-text available via subscription   (Followers: 2)
Clean Air J. = Tydskrif vir Skoon Lug     Full-text available via subscription  
Climate Summary of South Africa     Full-text available via subscription   (Followers: 1)
Commonwealth Youth and Development     Full-text available via subscription   (Followers: 4)
Communicare : J. for Communication Sciences in Southern Africa     Full-text available via subscription   (Followers: 5)
Comparative and Intl. Law J. of Southern Africa     Full-text available via subscription   (Followers: 1)
Conflict Trends     Full-text available via subscription   (Followers: 11)
Conspectus : The J. of the South African Theological Seminary     Open Access   (Followers: 3)
Current Allergy & Clinical Immunology     Open Access   (Followers: 8, SJR: 0.127, h-index: 6)
De Arte     Full-text available via subscription   (Followers: 4)
De Rebus     Full-text available via subscription   (Followers: 1)
Die Kerkblad     Full-text available via subscription  
Educare     Full-text available via subscription   (Followers: 1)
Emergency Services SA     Full-text available via subscription   (Followers: 2)
English in Africa     Full-text available via subscription   (Followers: 2)
Ergonomics SA : J. of the Ergonomics Society of South Africa     Full-text available via subscription   (Followers: 3)
ESR Review : Economic and Social Rights in South Africa     Open Access   (Followers: 4)
Evidence Based Summaries in Dentistry     Full-text available via subscription   (Followers: 1)
FarmBiz     Full-text available via subscription  
Farmer’s Weekly     Full-text available via subscription  
Farmlink Africa     Full-text available via subscription  
Food Manufacturing Africa     Full-text available via subscription  
French Studies in Southern Africa     Full-text available via subscription   (Followers: 1)
Fundamina : A J. of Legal History     Open Access   (Followers: 7)
Gender and Behaviour     Full-text available via subscription   (Followers: 10)
Gender Questions     Full-text available via subscription   (Followers: 1)
Ghanaian J. of Economics     Full-text available via subscription  
HR Future     Full-text available via subscription   (Followers: 2)
IFE Psychologia : An Intl. J.     Full-text available via subscription   (Followers: 1)
Image & Text : a J. for Design     Full-text available via subscription   (Followers: 16)
IMFO : Official J. of the Institute of Municipal Finance Officers     Full-text available via subscription   (Followers: 1)
IMIESA     Full-text available via subscription  
Indilinga African J. of Indigenous Knowledge Systems     Full-text available via subscription   (Followers: 4)
Inside Mining     Full-text available via subscription  
Institute for Security Studies Papers     Full-text available via subscription   (Followers: 5)
Interim : Interdisciplinary J.     Open Access   (Followers: 3)
Intl. J. for Religious Freedom     Full-text available via subscription  
J. for Christian Scholarship = Tydskrif vir Christelike Wetenskap     Full-text available via subscription   (Followers: 5)
J. for Contemporary History     Full-text available via subscription   (Followers: 17)
J. for Islamic Studies     Full-text available via subscription   (Followers: 15)
J. for Juridical Science     Full-text available via subscription  
J. for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 3)
J. for New Generation Sciences     Open Access   (Followers: 2)
J. for Semitics     Full-text available via subscription   (Followers: 5)
J. of African Elections     Full-text available via subscription  
J. of African Foreign Affairs     Full-text available via subscription   (Followers: 2)
J. of African Union Studies     Full-text available via subscription  
J. of Contemporary Management     Full-text available via subscription  
J. of Gender, Information and Development in Africa     Full-text available via subscription   (Followers: 4)
J. of Minimum Intervention in Dentistry     Full-text available via subscription  
J. of Public Administration     Full-text available via subscription   (Followers: 25)
J. of Somali Studies     Full-text available via subscription  
J. of Strategic Studies : A J. of the Southern Bureau of Strategic Studies Trust     Full-text available via subscription  
Kleio     Full-text available via subscription   (Followers: 2)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 4)
Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe     Open Access  
Management Dynamics : J. of the Southern African Institute for Management Scientists     Full-text available via subscription   (Followers: 2)
Medical Technology SA     Full-text available via subscription  
Meditari : Research J. of the School of Accounting Sciences     Full-text available via subscription   (Followers: 1)
MNASSA : Monthly Notes of the Astronomical Society of South Africa     Full-text available via subscription  
Monographs of the Transvaal Museum     Full-text available via subscription  
Musicus     Full-text available via subscription  
Neotestamentica     Full-text available via subscription   (Followers: 9, SJR: 0.212, h-index: 6)
New Coin Poetry     Full-text available via subscription   (Followers: 2)
New Voices in Psychology     Full-text available via subscription   (Followers: 2)
Obiter     Full-text available via subscription   (Followers: 1)
Obstetrics and Gynaecology Forum     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 2)
Occupational Health Southern Africa     Full-text available via subscription   (Followers: 1)
Old Testament Essays     Full-text available via subscription   (Followers: 14)
Personal Finance Newsletter     Full-text available via subscription   (Followers: 1)
Perspectives in Education     Full-text available via subscription   (Followers: 2, SJR: 0.228, h-index: 13)
Politeia     Full-text available via subscription   (Followers: 1)
Professional Accountant     Full-text available via subscription   (Followers: 1)
Professional Nursing Today     Full-text available via subscription   (Followers: 5)
Progressio     Full-text available via subscription   (Followers: 2)
Psycho-analytic Psychotherapy in South Africa     Full-text available via subscription   (Followers: 2)
Quest     Open Access  
ReSource     Full-text available via subscription  
Retail and Marketing Review     Full-text available via subscription   (Followers: 1)
Rostrum : Newsletter of the Entomological Society of Southern Africa     Open Access   (Followers: 1)
SA Irrigation = SA Besproeiing     Full-text available via subscription   (Followers: 1)
SA Mercantile Law J. = SA Tydskrif vir Handelsreg     Full-text available via subscription   (Followers: 1)
SABI Magazine - Tydskrif     Full-text available via subscription  
Scriptura : Intl. J. of Bible, Religion and Theology in Southern Africa     Open Access   (Followers: 9)
Scrutiny2     Full-text available via subscription  
Servamus Community-based Safety and Security Magazine     Full-text available via subscription  
Shakespeare in Southern Africa     Full-text available via subscription   (Followers: 3)
South African Actuarial J.     Full-text available via subscription  
South African Computer J.     Full-text available via subscription  
South African Food Review     Full-text available via subscription  
South African Gastroenterology Review     Full-text available via subscription   (Followers: 1, SJR: 0.102, h-index: 1)
South African Health Review     Open Access   (Followers: 2)
South African J. for Research in Sport, Physical Education and Recreation     Full-text available via subscription   (Followers: 5, SJR: 0.186, h-index: 7)
South African J. of Art History     Full-text available via subscription   (Followers: 2)
South African J. of Business Management     Full-text available via subscription   (Followers: 2, SJR: 0.194, h-index: 8)
South African J. of Chemistry     Open Access   (Followers: 2, SJR: 0.193, h-index: 14)
South African J. of Criminal Justice     Full-text available via subscription   (Followers: 1)
South African J. of Cultural History     Full-text available via subscription   (Followers: 1)
South African J. of Diabetes and Vascular Disease     Full-text available via subscription   (Followers: 1)
South African J. of Economic History     Full-text available via subscription   (Followers: 3)
South African J. of Education     Open Access   (Followers: 1, SJR: 0.335, h-index: 14)
South African J. of Higher Education     Full-text available via subscription   (Followers: 4)
South African J. of Labour Relations     Full-text available via subscription   (Followers: 2)
South African J. of Sports Medicine     Open Access   (Followers: 9)
South African J. of Wildlife Research     Open Access   (Followers: 1, SJR: 0.583, h-index: 24)
South African J. on Human Rights     Full-text available via subscription   (Followers: 12, SJR: 0.19, h-index: 7)
South African Music Studies : SAMUS     Full-text available via subscription   (Followers: 2)
South African Ophthalmology J.     Full-text available via subscription  
South African Pharmaceutical and Cosmetic Review     Full-text available via subscription  
South African Radiographer     Full-text available via subscription   (Followers: 1)
Southern African Business Review     Open Access   (Followers: 1)
Southern African Forestry J.     Full-text available via subscription   (Followers: 1)
Southern African Humanities     Full-text available via subscription   (Followers: 2, SJR: 0.409, h-index: 11)
Southern African J. of Accountability and Auditing Research     Full-text available via subscription  
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Stilet : Tydskrif van die Afrikaanse Letterkundevereniging     Full-text available via subscription   (Followers: 1)
Studies in Economics and Econometrics     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie     Open Access   (Followers: 1)
Tax Breaks Newsletter     Full-text available via subscription   (Followers: 4)
TAXtalk     Full-text available via subscription   (Followers: 4)
TD : The J. for Transdisciplinary Research in Southern Africa     Full-text available via subscription  
The Dairy Mail     Full-text available via subscription   (Followers: 3)
Transport World Africa     Full-text available via subscription   (Followers: 3)
Unisa Latin American Report     Full-text available via subscription  
Veld & Flora     Full-text available via subscription   (Followers: 2)
Water & Sanitation Africa     Full-text available via subscription   (Followers: 4)
Without Prejudice     Full-text available via subscription  
Word and Action = Woord en Daad     Full-text available via subscription  

              [Sort by number of followers]   [Restore default list]

Journal Cover South African Journal of Education
  [SJR: 0.335]   [H-I: 14]   [1 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 0256-0100 - ISSN (Online) 2076-3433
   Published by Sabinet Online Ltd Homepage  [188 journals]
  • Enabling spaces in education research : an agenda for impactful,
           collective evidence to support all to be first among un-equals

    • Authors: Liesel Ebersohn
      Abstract: Single case studies are prolific in South African education research. I equate the abundance of case studies to the urgency for evidence to transform the highly unequal landscape of education opportunities. In contrast however, stand-alone case study evidence does not offer much impact in building an evidence-based body of knowledge for education interventions. I posit an alternative for education research in the absence of collective studies, and propose for education researchers to collaborate in order to be deliberate in building a collective body of knowledge on circumstances that enable positive education outcomes given a postcolonial context, such as South Africa. I use an egalitarian political philosophy position to posit the notion of schools as enabling spaces, so as to counter a dis-enabling disaster perspective and promote dialogue on evidence of that which supports positive learning and development, given high structural disparity. I show that, as with studies in which I participated, many studies exist locally to generate evidence on education responses given adversity. However, insights thus derived are fragmented, regional and mostly single case studies using multiple conceptualisations, measures and indicators. I argue that an intentional education research agenda to coordinate inquiries could inform design, conceptualisation, measurement, comparative value and data sharing. An enabling schools research agenda could intentionally guide inquiry into that which supports education, where chronic poverty renders society as characteristically less equal.
      PubDate: 2016-11-01T00:00:00Z
       
  • Invisible barriers : the loneliness of school principals at Turkish
           elementary schools

    • Authors: Mithat Korumaz
      Abstract: School principals fulfil unique and crucial roles, drawing on their respective experience to react to an increasing number of challenges. They must carry out their roles as school leaders within a context highly charged with emotion. The loneliness of principals at schools urgently requires investigation. Limited details can be found in current academic literature concerning the issue of how principals deal with the issue of loneliness at school. Therefore, the aim of this study is to gain insight into the nature of loneliness among school principals. The study employed a qualitative research design incorporating a phenomenological approach. The participants of the study consisted of seven elementary school principals. The data was collected via face-to-face interviews, and related observations were carried out over the duration of two months during the two semesters of the 2015-2016 academic year. The data was then analysed across three steps, namely an exploration of the general meaning/significance of the data, an encoding of the data, and a subsequent identification of the principal themes involved. As a result of this analysis, three main themes were identified: psychological insight, the organisational climate, and professional effort. Psychological insight is the notion that all participants agreed on and emphasised when asked to offer a definition of loneliness at schools. Participants also agreed on the fact that the organisational climate at Turkish schools represented the most significant reason for principals' loneliness at work. The school principals that participated in the study stated that they invested (additional) professional efforts (in their work) to overcome this invisible barrier. The results were discussed in the light of existing literature, and suggestions were presented within the context of the final discussion.
      PubDate: 2016-11-01T00:00:00Z
       
  • Leadership intelligence : unlocking the potential for school leadership
           effectiveness

    • Authors: Timothy Gage; Clive Smith
      Abstract: Top performing companies have long used intelligence tests in their selection procedures to predict who the best leaders are. However, no longer are the brightest favoured, or guaranteed success. A post-modern world demands a fresh outlook on leadership. How can school leaders judge their effectiveness? How can school leaders lead intelligently? This article explores a theoretical approach to effective school leadership in an emerging context, which embraces a holistic understanding of intelligence. While individual rational (IQ), emotional (EQ) and spiritual (SQ) intelligences are necessary for a leader, their true power lies in maintaining a balance among all three. This is known as leadership intelligence (LQ).
      PubDate: 2016-11-01T00:00:00Z
       
  • Leadership development : a lever for system-wide educational change

    • Authors: Suraiya R. Naicker; Raj Mestry
      Abstract: The continuous poor performance of South Africa's learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The global impetus for driving leadership development is based on the positive association between high-quality leadership and effective schools. The change strategy was a three year leadership development intervention programme. An evaluative case study was used to investigate the experiences of the participants during the implementation of the programme. Research methods included individual interviews, observation, and a survey by means of a questionnaire. Using systems theory as a theoretical framework, various disconnections were identified in the school district. These disconnections concern the interrelationships between the educational leaders which hinder organisational learning. Changing the culture of the school district through system-wide collaboration could be the key to systemic improvements. Strategies such as collective capacity building, joint problem-solving, networking and system leadership, might provide the essential 'glue' for strengthening the interconnections within the school district.
      PubDate: 2016-11-01T00:00:00Z
       
  • School district leadership styles and school improvement : evidence from
           selected school principals in the Eastern Cape Province

    • Authors: Pontso Moorosi; Bongani D. Bantwini
      Abstract: The purpose of this study was to investigate how leadership styles in the Eastern Cape school districts support school improvement. Mixed methods research was employed and data was collected through the use of questionnaires and semi-structured interviews with school principals in various districts. The study was guided by the following questions: (1) what are the most common leadership styles among the school district officials in the province; and (2) how do the prevailing leadership style/s appear to support or hinder change and school improvement in the district? The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) for statistical analysis, while qualitative data analysis followed the iterative approach as suggested by Miles and Huberman (1994). Findings revealed prevalence of more authoritarian top-down leadership styles, which tend to have negative effects on school improvement. The paper ends with recommendations for more empirical work that would uncover district leadership approaches that influence the success of the districts and support school improvement.
      PubDate: 2016-11-01T00:00:00Z
       
  • An action-learning model to assist Circuit Teams to support School
           Management Teams towards whole-school development

    • Authors: Geoffrey Van Der Voort; Lesley Wood
      Abstract: 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 in various reports and research findings. This paper examines the role that properly constructed school improvement plans, developed by schools, and circuit improvement plans, developed by the Circuit Team, plays in effective district/circuit support to schools. We report on the construction of a theoretical model to assist Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development in which these improvement plans play a central role. We followed an action research design, employing qualitative data generation and analysis methods. The participating School Management Teams and Circuit Team members attested to the value of the collaborative learning experience which ignited feelings of empowerment and increased cooperation. These findings suggest the value of an action learning approach to the professional development of both School Management Teams and Circuit Team members. The action-learning model that emerged from this collaborative enquiry consists of three distinctive phases, each phase containing a number of specific activities to be implemented in order for schools to progress towards becoming self-managing institutions of learning.
      PubDate: 2016-11-01T00:00:00Z
       
  • Leading curriculum change : reflections on how Abakhwezeli stoked the fire

    • Authors: Deidre Geduld; Heloise Sathorar
      Abstract: Curriculum leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. Engaging and leading educators in a process of curriculum change is not easy: it can be a difficult, and sometimes chaotic journey which is often characterised by philosophical debate, the calling into question of current practices, fear, and even openly acknowledged resistance. In order for change to succeed, leaders of curriculum change must facilitate a shared ownership of the change process. This will require the bringing together of individuals with different personal priorities and rallying them around a common goal, e.g. designing quality Bachelor of Education (B.Ed) programmes. Our curriculum renewal journey involved the use of problem-posing pedagogies and required us to employ transformative types of leadership strategies. In this paper, we reflect critically, on our roles, as members of the 'Abakhwezeli', in stoking the fires of curriculum change in the Nelson Mandela Metropolitan University (NMMU) Faculty of Education. Furthermore, this paper will highlight particular defining moments during the curriculum renewal journey, where stakeholder consultation and the use of transformative methodologies assisted in prompting deep, critical reflection on the (re)designing of our B.Ed programmes.
      PubDate: 2016-11-01T00:00:00Z
       
  • Can curriculum managers' reflections produce new strategies through Moodle
           visions and resources?

    • Authors: Simon Bheki Khoza
      Abstract: This article presents a critical action research of three curriculum managers (managers) who used Moodle visions to manage their school curriculum at a school in Durban, South Africa. The curriculum managers' main aim of using Moodle was to improve teacher and learner performance. The purpose of the study was to explore the managers' reflections on their use of visions of Moodle for curriculum management. The managers' reflective journals, one-on-one semi-structured interviews, and focus group discussion were used for data generation. Purposive and convenience samplings were used to select the three most easily accessible participants. The managers' reflections on curriculum management through Moodle visions (personal, social and professional) suggest new strategies for curriculum management (habitual, opinion and factual). The study concluded that the managers understood/learned new strategies of managing curriculum through their reflections on their use of visions for the use of Moodle. This article consequently recommends the use of Moodle visions for curriculum management and the incorporation of a reflective process to help managers to interrogate their past and present in order to generate new strategies to improve future management knowledge/skills.
      PubDate: 2016-11-01T00:00:00Z
       
  • Improving the instructional leadership of heads of department in
           under-resourced schools : a collaborative action-learning approach

    • Authors: Boitshepo Audrey Seobi; Lesley Wood
      Abstract: 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, which, in turn, can be attributed in part to a lack of instructional leadership at schools. According to policy, heads of department (HODs) are best placed to offer such leadership, but in many schools this is not happening. We explain how we engaged HODs in one such school in a participatory action research process, to help them construct a framework for improving their instructional leadership. Qualitative data was generated through open-ended questionnaires, transcripts of recorded action learning set meetings, photovoice narratives, and reflective journals, and these were thematically analysed. The action learning framework developed by the participating HODs, while not being a definitive answer to improving the quality of teaching and learning, may provide guidelines for other HODs to improve their own instructional leadership practices. Since it is a process-based model, application of the model as an approach to improve instructional leadership could prove beneficial in both well-resourced and under-resourced contexts.
      PubDate: 2016-11-01T00:00:00Z
       
  • Schools performing against the odds : enablements and constraints to
           school leadership practice

    • Authors: Inbanathan Naicker; Sivanandani (Sivie) Pillay Carolyn (Callie) Grant
      Abstract: There are many schools in developing countries which, despite the challenges they face, defy the odds and continue to perform at exceptionally high levels. We cast our gaze on one of these resilient schools in South Africa, and sought to learn about the leadership practices prevalent in this school and the enablements and constraints to the school leadership practice. Underpinned by a critical realist lens, and drawing on social realist theory, this case study of one school generated data through interviews, observation, document analysis and transect walks. The school principal, one head of department and two teachers, were selected as participants. The findings indicate that the school embraced an expansive form of teacher leadership comprising leadership within and beyond the classroom. Further, the structural, cultural and agential climate was receptive to the expansive leadership. We conclude that the professional capital of teachers, together with teachers serving as social actors rather than remaining primary agents, are key resources to change and transformation in an emerging economy.
      PubDate: 2016-11-01T00:00:00Z
       
  • A case for relational leadership and an ethics of care for counteracting
           bullying at schools

    • Authors: Brigitte Smit; Vanessa Scherman
      Abstract: This paper attends to a theoretical exposition of relational leadership and ethics care as complementary approaches to educational leadership in counteracting bullying at schools. Schools constitute complex systems of activities, processes and dynamics. More specifically, a social system in schools is a web of interactions between the various groups within the school, serving a number of purposes, with the intention of facilitating the flow of information, reflecting a process of socialisation, and the transfer of moral values. Such moral values underpin the value of social justice for all stakeholders in the education system. The moral standing of a school principal is key to creating such an educational landscape, where leaders care for their teachers and learners. Caring leadership is in its very essence relational, where an ethic of care observes the principle of fairness and social justice.
      PubDate: 2016-11-01T00:00:00Z
       
  • Leadership for coping with and adapting to policy change in deprived
           contexts : lessons from school principals

    • Authors: Thamsanqa Thulani Bhengu; Phumlani Erasmus Myende
      Abstract: This paper explores what, from school principals' perspectives, constitutes leadership for coping with and adapting to policy change within deprived school contexts. Using qualitative interpretive research, we drew from the practices of five principals that were purposively selected from a broader study, which focused on school principals' leadership in the changing education system within the rural context. The study included principals, heads of department, teachers and parents. The five principals selected for this paper were renowned for their positive image and their schools' success. From their stories we deduced three conclusions, which are important for theorising successful leadership for change in the deprived school context within a developing world. The findings suggest that principals' utilised creative and innovative ways to adapt and cope with change. Learning from their practices, this paper makes three important conclusions about leadership for coping with and adapting to change in the deprived context. We conclude that leadership practices are not fixed, but are fluid, and evolving, where leadership is not about compliance, but is about one's ability to identify what works at a given context. Leadership is also about being aware of the societal needs.
      PubDate: 2016-11-01T00:00:00Z
       
  • Corporal punishment contestations, paradoxes and implications for school
           leadership : a case study of two South African high schools

    • Authors: Sekitla Daniel Makhasane; Vitallis Chikoko
      Abstract: The continued use of corporal punishment in some South African schools and the reasons advanced for it make this subject topical even now, twenty years after the abolition of this practice. Corporal punishment is a worrying issue among human rights activists and scholars. This paper reports on contestations and paradoxes regarding the use of corporal punishment arising from a qualitative study in two high schools, and the implications thereof for school leadership. Data was generated through interviews with the principals, selected teachers and learners. These participants were purposively selected with the understanding that they were information-rich regarding the issues at stake. The paper was informed by a two-pronged theoretical framework, involving the social learning and distributed leadership theories. The former was adopted to seek explanation regarding the use of corporal punishment, while the latter served as a lens through which to draw implications for school leadership. Findings show that on the one hand, some community members at the two schools saw corporal punishment as an acceptable, tried and tested disciplinary measure, and that on the other hand, it is viewed as a form of violence, and a thing of the past. Overall, it seemed that the two schools were failing to root out the use of corporal punishment. The paper argues leadership to be the missing link in the two schools' apparent failure, and that the stronger and more distributed leadership was, the more likely corporal punishment would be to be eradicated, and other disciplinary means practised.
      PubDate: 2016-11-01T00:00:00Z
       
  • South African law and policy regulating learner absenteeism at public
           schools : supporting an ecosystemic management approach

    • Authors: Susan Coetzee; Rienie Venter
      Abstract: Learner absenteeism often occurs involuntarily due to learners' social and economic circumstances. Notwithstanding this fact, there is a worldwide trend towards a more punitive and retributory management approach to address learner absenteeism. Because such an approach neglects to consider absentees' specific circumstances, it fails to address learner absenteeism properly. In the first part of this article, the authors considered the suitability of the ecosystemic theory as basis for a management approach that will acknowledge the full range of contextual risk factors that may exist in absentee learners' living environment. The authors argue in favour of a transnational and generic ecosystemic approach, with an inherent focus on contexts and interrelatedness, as a suitable approach to managing learner absenteeism. The second part of this article focuses on an analysis of South African law and policy regulating learner absenteeism, to determine whether it supports an ecosystemic approach to managing learner absenteeism. The authors found that, while South African law and policy regulating learner absenteeism mostly support an ecosystemic approach to managing learner absenteeism, some prescriptions of the Policy on Learner Attendance do not. After making some recommendations in this regard, the authors conclude with generic guidelines to managing learner absenteeism.
      PubDate: 2016-11-01T00:00:00Z
       
  • A strategy to support educational leaders in developing countries to
           manage contextual challenges

    • Authors: Charl Wolhuter; Hannes Van der Walt Hennie Steyn
      Abstract: The central theoretical argument of this paper is that educational leadership and organisational development and change in educational institutions in developing countries will not be effective unless school leaders are aware of the challenges posed by contextual factors that might have an impact on their professional activities. The article contributes to the discourse on educational leadership in developing countries by explicating three such sets of contextual forces that educational leadership ought to take into account: (1) the contours of the education system in which school leadership, organisational change and development occur; (2) societal and (3) international contexts. These forces are viewed through Cultural Historical Activity Theory as theoretical lens, and then illustrated with findings from an empirical study in a developing country. The article concludes with a strategic plan for exercising school leadership that takes contextual conditions into account.
      PubDate: 2016-11-01T00:00:00Z
       
  • Educational leadership and organisational development and change in a
           developing country : editorial

    • Authors: Jan Heystek
      Abstract: There are some strong indications that leadership is fundamental to the improvement of the quality of education (Bush, 2009, 2012; Hallinger, 2011; Huber, 2004), although there does not appear to be conclusive empirical evidence of a direct link between leadership and education improvement over the longer term (five years and more) (Bush, 2012; Hallinger, 2011).
      PubDate: 2016-11-01T00:00:00Z
       
  • Establishing a research agenda for Foundation Phasei initial teacher
           education : a systematic review (1994-2014)

    • Authors: Jean Baxen; Liz Johanson Botha
      Abstract: Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa's democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation.
      PubDate: 2016-08-01T00:00:00Z
       
  • Variables associated with Grade R English additional language acquisition
           in multilingual rural Mpumalanga schools

    • Authors: P. Moodley; A. Kritzinger B. Vinck
      Abstract: In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The finding in multilingual rural Mpumalanga schools was in agreement with numerous studies elsewhere. Additional extraneous variables such as teachers' first language, qualifications, age and experience, and learners' first language and gender may also relate to EAL performance. The aim of the present study has been to determine whether these variables were significantly associated with learners' EAL performance scores. A matched two group comparison study was conducted, utilising 175 learners and 10 teachers from isiNdebele, isiZulu, Sepedi, siSwati and Xitsonga first language backgrounds. The English Language Proficiency standards assessment tool was used. Learners of IsiNdebele teachers and young qualified teachers performed better than other learners. Learners with isiNdebele as first language performed better than learners from other languages. No association between gender and learner performance was found. The advantage of isiNdebele speaking teachers and learners in EAL teaching and learning may relate to the many borrowed phonemes and words from English. Further research is required to strengthen the evidence.
      PubDate: 2016-08-01T00:00:00Z
       
  • Exploring student teachers' views of science process skills in their
           initial teacher education programmes

    • Authors: Leonard Molefe; Michele Stears Sally Hobden
      Abstract: The South African secondary school curriculum emphasises the importance of science process skills in its respective natural sciences curricula. The purpose of this study was to explore the views of student teachers with regard to the importance they attach to these skills. A 14-item questionnaire was administered to 75 third- and fourth-year student teachers registered for a Bachelor of Education degree. A small qualitative component was included with a view to identifying selected skills embedded in practical activities the students found interesting. Statistical analysis of the students' responses to the questionnaire items revealed that they rated most skills as important for student teachers to acquire in their teacher education programmes. When asked to identify most important and least important skills for them to acquire personally, the findings were slightly different. With regard to analysis of the students' responses to practical activities, student teachers found interesting, observing and interpreting emerged as key skills. These findings point to indirect influence of their teacher educators' praxis, hence the recommendation to explicitly state the skills included in practical activities offered along with an explanation of how particular skills may be acquired.
      PubDate: 2016-08-01T00:00:00Z
       
  • Transforming beginner teacher mentoring interventions for social reform

    • Authors: Tanya Smit; Pieter H. Du Toit
      Abstract: This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching practice by applying the principles of Whole Brain® Learning (Herrmann, 1995) as a means to enact the role of facilitator and to take responsibility for developing scholarship of teaching, as it is aligned with the role of scholar and lifelong learner. The mentor (first author) who also was a beginner teacher at the time of the execution of the research project, had to enact the same roles with a view to transforming her mentorship practice, thereby enacting the role of transformative leader (Wolvaardt & Du Toit, 2012). Data collection methods included brain profiling and feedback questionnaires, observations, and video and photographic evidence. Some of the qualitative data collected by means of a feedback questionnaire are reported. Facilitating the mentoring programme offered the mentor the opportunity to develop professionally by using action research as a means to taking responsibility for her professional development per se.
      PubDate: 2016-08-01T00:00:00Z
       
  • Causes of financial mismanagement in South African public schools : the
           views of role players

    • Authors: Paul Rangongo; Mokgadi Mohlakwana Johan Beckmann
      Abstract: This paper investigates the underlying causes of financial mismanagement in public schools and focuses on the perceptions of various role players in the Limpopo Province of South Africa. The various Departments of Basic Education in South Africa allocate funds to schools each year, and expect school principals and school governing bodies to manage it appropriately. The problem is that in some schools, the principals, teachers and school governing body members are perpetrators of various financial mismanagement activities related to financial mismanagement. This article reports on qualitative research used to arrive at an in-depth understanding of why financial mismanagement occurs in certain schools. For this purpose, data was collected through semi-structured interviews with principals, finance officers and departmental officials and analysed thematically. The findings revealed a lack of knowledge of legislation and skills, poor monitoring and control of funds, unavailability of financial policies in schools, omission to act against culprits, and lack of honesty, openness and trustworthiness. The article proposes remedies that might bring financial management in public schools in line with the principles of good governance.
      PubDate: 2016-08-01T00:00:00Z
       
  • The Feasibility of Quality Function Deployment (QFD) as an assessment and
           quality assurance model

    • Authors: D. Matorera; W.J. Fraser
      Abstract: Business schools are globally often seen as structured, purpose-driven, multi-sector and multi-perspective organisations. This article is based on the response of a graduate school to an innovative industrial Quality Function Deployment-based model (QFD), which was to be adopted initially in a Master's degree programme for quality assurance purposes. The approach is based on the premise that individuals ought to take responsibility for the quality of their own work. A structured qualitative case study approach was used with the deployment of one-on-one and focus group interviews, document analysis, and observations. Convenient sampling assisted in reaching 27 respondents (five from the Ministry of Higher and Tertiary Education, eight academics and university managers and 14 students and alumni), documents and facilities that had the most pertinent information on the research focus. A validation study was used to test the value of the research findings to business and the practice of quality assurance. The main findings of the study attest to the feasibility of QFD as an assessment and quality assurance tool in higher education, and as a compact and holistic model for quality assurance that subsumes the many fragmented models available. QFD appears to supersede most models, where it compounds the market, social and management dimensions in terms of quality. In addition, Six Sigma Road Mapping can be linked to QFD to balance the quality requirements in terms of planned quality, offered quality and expected quality.
      PubDate: 2016-08-01T00:00:00Z
       
  • Educators' experiences of their relationships with adolescents involved in
           drug use

    • Authors: Karen Lynn Walton; J. Avenant I Van Schalkwyk
      Abstract: Substance use amongst learners in South Africa has become a significant problem, with relationships between educators and learners being seriously challenged. Educators are often in a position to notice changes in the behaviour of learners and are able to provide support and assistance. A phenomenological, explorative study was undertaken and in-depth interviews were conducted with 16 educators from a secondary school in a high-risk community in the Western Cape. In addition, a World Café group discussion was used in order to tap the participants' collective wisdom. The data was analysed thematically - using positive psychology as a conceptual framework. This focuses not only on what is wrong or pathological, but rather on what is positive, attempting to nurture resilience and strengths in individuals and communities. Two main themes emerged: challenges to the educator-learner relationships, and the educators' skills and strengths in nurturing positive relationships. It was found that educators' personal well-being is important in order for them to deal with these challenging interactions. Educators used a number of skills and strengths in order to overcome challenges and to foster positive educator-learner relationships. A recommendation for future research is to explore the experiences of learners who have used drugs, and sought support from educators, focusing in particular on what aspects hindered and/or facilitated the relationship between them.
      PubDate: 2016-08-01T00:00:00Z
       
  • Lessons learnt from teachers' perspectives on mobile learning in South
           Africa with cultural and linguistic constraints

    • Authors: Mmaki Jantjies; Mike Joy
      Abstract: South Africa's classrooms are characterised by a wide variety of cultural and linguistic differences, providing teachers with educational challenges, particularly in mathematics and science subjects. In response, various mobile learning systems have been developed and piloted in the North West and Gauteng Provinces of South Africa. A framework has been proposed to support the development of similar technologies to be used in multilingual contexts. This paper evaluates teachers' perspectives on this framework using interviews with eight teachers from a mixture of urban and rural schools in various locations across the two provinces. The results of the study reflect the important roles that language and culture play in the technology needed to support learning in linguistically diverse schools. They highlight the challenges that teachers in schools face in diversely linguistic classrooms and how technology can be used to enhance such classrooms.
      PubDate: 2016-08-01T00:00:00Z
       
  • Creating a simple electric circuit with children between the ages of five
           and six

    • Authors: Vasiliki Kada; Konstantinos Ravanis
      Abstract: This paper presents a study of how preschool-aged children go about creating and operating a simple electric circuit (wires, light bulb, and battery), and how they view the elements that comprise it, particularly how they view the role of the battery. The research involved 108 children aged between five and six, who were individually interviewed. The results of the study show that the children have already begun to form representations which link the battery, the light bulb and the wires to electrical functions, and that the majority of children are able, with or without help, to successfully create a simple electric circuit. Moreover, their involvement in the process of creating and operating such a circuit leads many children not only to a comprehensive viewing of the circuit, but also to the creation of a pre-energy thought-form in which the battery is acknowledged as the distribution source of an entity which is responsible for the luminescence of the light bulb.
      PubDate: 2016-05-01T00:00:00Z
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.198.246.116
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016