The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele’s geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele’s levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners’ conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners’ broad knowledge of geometry to overcome geometry-related errors and misconceptions.
21 世纪的数学课堂应该让学习者掌握扎实的几何知识和思维技能。然而，欧几里得几何对许多学习者来说，即使不是最难的题目，也仍然是具有挑战性的题目之一。因此，本文旨在解读十二年级学生在欧几里得几何方面的学习困难。我们使用范-希勒的几何思维模型和霍弗的技能来论证欧几里得几何学习困难的解释，以此作为创建这一重要课题的有效教学和学习的焦点。这种解释性顺序混合方法涉及 60 名 12 年级学生，他们参加了几何测试，并根据 Van Hiele 的几何思维水平填写了调查问卷。此外，还对 12 名学习者和 4 名教育工作者进行了半结构式访谈，以调查他们对几何学习困难的看法。研究结果显示，学习者对图形的性质、直观能力、圆的定理和几何术语的概念不清，导致他们在学习中遇到困难。我们的建议是，在教学过程中，应让学习者有机会操作真实的几何物体，以提高他们的直观和形象思维能力。此外，我们建议教育工作者教授针对不同水平的几何词汇，使学习者能够理解不同 Van Hiele 水平的概念。此外，我们建议教育工作者应采用建构主义教学方法，鼓励学习者理解概念，而不是采用促进死记硬背几何知识的传统方法。教育工作者应培养学习者广泛的几何知识，以克服与几何有关的错误和误解。
{"title":"The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry","authors":"Fungirai Mudhefi, Koena Mabotja, D. Muthelo","doi":"10.38140/pie.v42i2.8350","DOIUrl":"https://doi.org/10.38140/pie.v42i2.8350","url":null,"abstract":"The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele’s geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele’s levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners’ conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners’ broad knowledge of geometry to overcome geometry-related errors and misconceptions.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice.
研究表明，初任教师在从职前教育向在职教育过渡时面临挑战。国际和本地的研究都发现，从职前教师过渡到新合格教师可能会遇到问题。本研究探讨了初级基础阶段 R 级教师的学习经历。研究采用了解释学范式下的定性研究设计。通过半结构式访谈和反思日记，从六位 R 级基础阶段教师那里收集了数据。研究结果表明，初任教师在其职业生涯的早期面临着巨大的挑战，他们在课堂上的可持续发展取决于他们如何应对这些挑战。研究结果对在实践中实施正式指导具有重要意义。
{"title":"To mentor and be mentored in Grade R","authors":"Mastura Jamodien-Jardine, N. Shaik, S. Adendorff","doi":"10.38140/pie.v42i2.7600","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7600","url":null,"abstract":"Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schools in the rural context of Limpopo Province, South Africa have a plethora of challenges, which have a negative impact on learner achievement. This paper argues that for schools to triumph over the obstacles, effective school leaders are necessary Such leaders must define and communicate a clear vision and mission and work with stakeholders to achieve them. With these assumptions, this paper explores how members of the school management team (SMT) of a rural school in the Limpopo Province define and communicate their school’s vision and mission. Through the qualitative research method underpinned by the interpretive paradigm, a case research design was adopted and a single high school sampled to participate. Data were generated from semistructured interviews with seven SMT members, a focus-group discussion with six teachers, and an observation of the research site. The findings revealed that most participants could not articulate the school’s vision and mission. In addition, stakeholders were not involved in the processes of defining the vision and mission and communication methods in this regard were also ineffective. Lastly, the SMT viewed the vision and mission as fixed and did not review them. Based on these findings, I conclude that SMT members must understand that the vision and mission could serve more than a visual purpose when designed as guiding principles to direct smaller objectives within the organisation.
{"title":"The school management team’s role of defining the school vision and mission at a South African rural school","authors":"Selaelo Maifala","doi":"10.38140/pie.v42i2.7801","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7801","url":null,"abstract":"Schools in the rural context of Limpopo Province, South Africa have a plethora of challenges, which have a negative impact on learner achievement. This paper argues that for schools to triumph over the obstacles, effective school leaders are necessary Such leaders must define and communicate a clear vision and mission and work with stakeholders to achieve them. With these assumptions, this paper explores how members of the school management team (SMT) of a rural school in the Limpopo Province define and communicate their school’s vision and mission. Through the qualitative research method underpinned by the interpretive paradigm, a case research design was adopted and a single high school sampled to participate. Data were generated from semistructured interviews with seven SMT members, a focus-group discussion with six teachers, and an observation of the research site. The findings revealed that most participants could not articulate the school’s vision and mission. In addition, stakeholders were not involved in the processes of defining the vision and mission and communication methods in this regard were also ineffective. Lastly, the SMT viewed the vision and mission as fixed and did not review them. Based on these findings, I conclude that SMT members must understand that the vision and mission could serve more than a visual purpose when designed as guiding principles to direct smaller objectives within the organisation.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative study implemented participatory action learning and action research (PALAR) as the research design of choice. Participants were recruited using purposive sampling, and the action learning set (ALS) comprised seven Foundation Phase teachers. Data generation entailed three cycles. Cycle One was relationship building, i.e. forming a shared vision for our study, negotiating an ethical agreement, and then determining the specific challenges Foundation Phase teachers have to face. During Cycle Two, we determined how we could address and support the educational needs of Foundation Phase learners with VI. During Cycle Three, we determined the strategies and guidelines that Foundation Phase teachers may use to enhance the teaching of learners with VI. Data generation encompassed ALS discussions, photovoice and reflective journal entries conducted throughout the three cycles. However, this article exclusively focuses on the ALS discussions. Data were analysed using thematic content analysis to design action plans collaboratively by means of which to assist Foundation Phase teachers working with learners with VI. The North-West University (NWU) and the Department of Education of the Western Cape (RSA) granted ethical clearance. The two themes derived from the findings highlighted the crucial importance of collaboration among parents, caregivers, teachers, and stakeholders in addressing the educational needs of FP learners affected by VI effectively, while also highlighting the importance of working together in designing strategies and guidelines for teaching FP learners with VI.
在这篇文章中，我们探讨了基础阶段教师之间的合作如何能够解决和支持基础阶段视障（VI）学习者的教学问题。通过让教师积极参与研究过程，教师们为促进基础阶段视障学习者的融入和成功做出了贡献。这项定性研究选择了参与式行动学习和行动研究（PALAR）作为研究设计。研究采用有目的的抽样方法招募参与者，行动学习小组（ALS）由七名基础阶段教师组成。数据生成包括三个周期。第一周期是建立关系，即形成我们研究的共同愿景，协商伦理协议，然后确定基础阶段教师必须面对的具体挑战。在第二阶段，我们确定了如何满足和支持基础阶段六岁学生的教育需求。在第三阶段，我们确定了基础阶段教师可用于加强对视障学习者教学的策略和指导方针。在这三个周期中，数据生成包括 ALS 讨论、摄影选择和反思日记。不过，本文只关注 ALS 讨论。我们使用主题内容分析法对数据进行了分析，并共同设计了行动计划，以帮助基础阶段的教师帮助视障学习者。西北大学（NWU）和西开普省教育部（RSA）通过了伦理审查。从研究结果中得出的两个主题强调了家长、照顾者、教师和利益相关者之间的合作对于有 效满足受视力障碍影响的 FP 学习者的教育需求的重要性，同时也强调了在设计有视力障碍的 FP 学习者的教学策略和指导方针时共同努力的重要性。
{"title":"A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase","authors":"Jossie Steyn, M. Koen, Hantie Theron","doi":"10.38140/pie.v42i2.8036","DOIUrl":"https://doi.org/10.38140/pie.v42i2.8036","url":null,"abstract":"In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative study implemented participatory action learning and action research (PALAR) as the research design of choice. Participants were recruited using purposive sampling, and the action learning set (ALS) comprised seven Foundation Phase teachers. Data generation entailed three cycles. Cycle One was relationship building, i.e. forming a shared vision for our study, negotiating an ethical agreement, and then determining the specific challenges Foundation Phase teachers have to face. During Cycle Two, we determined how we could address and support the educational needs of Foundation Phase learners with VI. During Cycle Three, we determined the strategies and guidelines that Foundation Phase teachers may use to enhance the teaching of learners with VI. Data generation encompassed ALS discussions, photovoice and reflective journal entries conducted throughout the three cycles. However, this article exclusively focuses on the ALS discussions. Data were analysed using thematic content analysis to design action plans collaboratively by means of which to assist Foundation Phase teachers working with learners with VI. The North-West University (NWU) and the Department of Education of the Western Cape (RSA) granted ethical clearance. The two themes derived from the findings highlighted the crucial importance of collaboration among parents, caregivers, teachers, and stakeholders in addressing the educational needs of FP learners affected by VI effectively, while also highlighting the importance of working together in designing strategies and guidelines for teaching FP learners with VI.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141655207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.
{"title":"The right to education for children with autism in Lesotho: A review of the legal and policy frameworks","authors":"Mahlape Tseeke, K. Rakolobe","doi":"10.38140/pie.v42i2.7814","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7814","url":null,"abstract":"A child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children in their childhood and teenage years can acquire either healthy or unhealthy lifestyles. Without proper guidance, unhealthy lifestyles (e.g. risk-taking, substance abuse, poor family planning) may negatively affect their psychosexual development (i.e. ability to make healthier sexual choices). Male and female teachers can be role models for learners to acquire healthy sexual lifestyles. Historically, the Foundation Phase (FP) has been a highly feminine teaching space. Lately, however, the space has seen an increasing presence and participation of FP male teachers. This paper shares FP male teachers’ reflections in teaching comprehensive sexuality education (CSE) content within the Life Skills curriculum in the Eastern Cape province of South Africa. Five FP male teachers were engaged in a focus group conversation; data were thematically analysed, underpinned by a feminist post-structural lens. Although the teachers reported a restriction of FP male teachers in teaching CSE-related content, they also indicated that learners showed increased self-exposure to CSE-related content. To counter the censorship of FP male teachers in teaching CSE-related content, the study recommends explicit incorporation of feminist pedagogies to enable FP male teachers to be part of the delivery of SE content as equal stakeholders.
{"title":"Foundation phase male teachers’ reflections in teaching of comprehensive sexuality education in the Eastern Cape province of South Africa","authors":"Obakeng Kagola","doi":"10.38140/pie.v42i2.7987","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7987","url":null,"abstract":"Children in their childhood and teenage years can acquire either healthy or unhealthy lifestyles. Without proper guidance, unhealthy lifestyles (e.g. risk-taking, substance abuse, poor family planning) may negatively affect their psychosexual development (i.e. ability to make healthier sexual choices). Male and female teachers can be role models for learners to acquire healthy sexual lifestyles. Historically, the Foundation Phase (FP) has been a highly feminine teaching space. Lately, however, the space has seen an increasing presence and participation of FP male teachers. This paper shares FP male teachers’ reflections in teaching comprehensive sexuality education (CSE) content within the Life Skills curriculum in the Eastern Cape province of South Africa. Five FP male teachers were engaged in a focus group conversation; data were thematically analysed, underpinned by a feminist post-structural lens. Although the teachers reported a restriction of FP male teachers in teaching CSE-related content, they also indicated that learners showed increased self-exposure to CSE-related content. To counter the censorship of FP male teachers in teaching CSE-related content, the study recommends explicit incorporation of feminist pedagogies to enable FP male teachers to be part of the delivery of SE content as equal stakeholders. ","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimate implementation into so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focusses on the effects of same-year/level PAL implementation on the academic performance of tutors and tutees in a health sciences' extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017–209) was conducted to determine whether same-year/level PAL implementation enhanced academic performance. A total of 138 ECP students participated in this study and a statistically significant difference (p-value <0.05) was found with the overall comparison between the pre- and post-intervention results. Although not all ECP students benefited from this same-year/level PAL intervention, the findings of the study suggest that for the majority of ECP students, same-year/level PAL can be considered as an innovative educational intervention to improve academic success and preparedness for future studies.
同伴辅助学习（PAL）是高等教育（HE）中一个由来已久的教育概念，经过不断发展，最终被应用于所谓的 "高风险 "课程中。大量文献和证据证实，PAL 是医学教育中开启主动学习的有效工具。本文重点研究了在南非一所理工大学（UoT）的健康科学扩展课程（ECP）中，同年级/同层次 PAL 的实施对导师和学生学习成绩的影响。我们对连续三届（2017-209年）ECP学生的干预前后结果进行了回顾性、纵向和定量分析，以确定同年级/级别PAL的实施是否提高了学业成绩。共有 138 名 ECP 学生参与了这项研究，研究发现，干预前和干预后成绩的总体比较具有显著的统计学差异（P 值小于 0.05）。虽然并非所有 ECP 学生都能从同年/同级 PAL 干预中受益，但研究结果表明，对于大多数 ECP 学生而言，同年/同级 PAL 可被视为一种创新的教育干预措施，以提高学业成功率并为未来学习做好准备。
{"title":"Effects of same-year/level peer-assisted learning on academic performance of students in health sciences extended curriculum programmes at a University of Technology in South Africa","authors":"Róan Slabbert","doi":"10.38140/pie.v42i2.7311","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7311","url":null,"abstract":"Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimate implementation into so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focusses on the effects of same-year/level PAL implementation on the academic performance of tutors and tutees in a health sciences' extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017–209) was conducted to determine whether same-year/level PAL implementation enhanced academic performance. A total of 138 ECP students participated in this study and a statistically significant difference (p-value <0.05) was found with the overall comparison between the pre- and post-intervention results. Although not all ECP students benefited from this same-year/level PAL intervention, the findings of the study suggest that for the majority of ECP students, same-year/level PAL can be considered as an innovative educational intervention to improve academic success and preparedness for future studies.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The volatile, uncertain, complex and ambiguous future world has highlighted the importance of critical thinking, collaboration, communication, creativity and innovation (4Cs) in today’s classrooms. Framed by the Partnership for 21st-Century Learning (P21) Learning and Innovation theme, the study investigates the perceptions of the 4Cs by secondary school students from four schools in Zimbabwe. Two hundred and thirty-six (236) students participated in this quantitative study. Data were collected using online and paper questionnaires. Exploratory and first-order confirmatory analysis revealed a four-factor model with excellent fit indices. The second-order confirmatory factor analysis confirmed that the individual 4Cs were sub-constructs of a higher latent factor, Learning and Innovation (4Cs), where the students strongly endorsed collaboration, followed by communication, critical thinking, creativity, and innovation in decreasing magnitude. Age has a significant influence on critical thinking. The findings highlight the need for teachers to embed critical thinking and creativity acivities within collaborative and communication learning activities.
{"title":"Secondary school students' perceptions of the 21st -Century 4Cs in Zimbabwe","authors":"Ottilia Goto, Jameson Goto","doi":"10.38140/pie.v42i2.7489","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7489","url":null,"abstract":"The volatile, uncertain, complex and ambiguous future world has highlighted the importance of critical thinking, collaboration, communication, creativity and innovation (4Cs) in today’s classrooms. Framed by the Partnership for 21st-Century Learning (P21) Learning and Innovation theme, the study investigates the perceptions of the 4Cs by secondary school students from four schools in Zimbabwe. Two hundred and thirty-six (236) students participated in this quantitative study. Data were collected using online and paper questionnaires. Exploratory and first-order confirmatory analysis revealed a four-factor model with excellent fit indices. The second-order confirmatory factor analysis confirmed that the individual 4Cs were sub-constructs of a higher latent factor, Learning and Innovation (4Cs), where the students strongly endorsed collaboration, followed by communication, critical thinking, creativity, and innovation in decreasing magnitude. Age has a significant influence on critical thinking. The findings highlight the need for teachers to embed critical thinking and creativity acivities within collaborative and communication learning activities.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141655151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beausetha Bruwer, A. Van Staden, Lodewyk Du Plessis
The poor academic performance and literacy level of deaf learners in Namibia are a major concern, and it is necessary to understand the center of the situation. Even though deaf learners can become proficient readers and writers, the challenge remains in finding an appropriate instructional approach to attain these results. This presents an even greater challenge, as deaf learners not only differ from their hearing peers, but also significantly differ from one another in terms of their various familial and social contexts, language use, and overall holistic development. The Bilingual-Bicultural approach is considered a good approach for teaching deaf learners, and it offers them the chance to become biliterate; therefore this study explored the impact of a Bilingual-Bicultural literacy program on 41 d/hh learners (age = 7-13 yrs). Through a one-group pre-test post-test design, a group of participants were pre-evaluated, followed by an intervention and post-evaluation. The intervention's main goal was to implement practical teaching strategies using a Bilingual-Bicultural teaching approach that can reduce the delay and gap in language learning and literacy for deaf learners. Results from t-tests calculated to determine the statistical significance of the pre and post-test with regard to the total scores and all the sub-tests for NSL as well as Written English skills indicated significant results (p< 0.05). The study offers insight into the psychology of teaching deaf learners while also advancing the theory and application of the Bilingual-Bicultural approach. Additionally, it promotes debate of the best practices for ensuring that deaf learners receive a quality education and full participation in society.
纳米比亚聋人学习者的学习成绩和识字水平低下是一个令人关切的主要问题，有必要 了解这一情况的核心。即使聋人学习者能够熟练地阅读和写作，但如何找到适当的教学方法来取得这些成果仍然是一个挑战。这就提出了一个更大的挑战，因为聋人学习者不仅与他们的听力同龄人不同，而且在各种家庭和社会背景、语言使用和整体全面发展方面也有很大的差异。因此，本研究探讨了双语-文化识字课程对 41 名聋/听障学习者（年龄 = 7-13 岁）的影响。通过一组前测后测的设计，对一组参与者进行前测，然后进行干预和后测。干预的主要目标是采用双语-文化教学法实施实用的教学策略，以减少聋哑学生在语言学习和识字方面的延迟和差距。为确定前后测试在总分和所有子测试（非母语语言和英语书面技能）方面的统计学意义，计算出的 t 检验结果表明结果显著（p< 0.05）。这项研究有助于深入了解聋人学习者的教学心理，同时也推进了双语-文化教学法的理论和应用。此外，它还促进了对最佳实践的讨论，以确保聋人学习者接受优质教育并充分参与社会。
{"title":"A bilingual-bicultural literacy programme for deaf learners in Namibia","authors":"Beausetha Bruwer, A. Van Staden, Lodewyk Du Plessis","doi":"10.38140/pie.v42i2.7779","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7779","url":null,"abstract":"The poor academic performance and literacy level of deaf learners in Namibia are a major concern, and it is necessary to understand the center of the situation. Even though deaf learners can become proficient readers and writers, the challenge remains in finding an appropriate instructional approach to attain these results. This presents an even greater challenge, as deaf learners not only differ from their hearing peers, but also significantly differ from one another in terms of their various familial and social contexts, language use, and overall holistic development. The Bilingual-Bicultural approach is considered a good approach for teaching deaf learners, and it offers them the chance to become biliterate; therefore this study explored the impact of a Bilingual-Bicultural literacy program on 41 d/hh learners (age = 7-13 yrs). Through a one-group pre-test post-test design, a group of participants were pre-evaluated, followed by an intervention and post-evaluation. The intervention's main goal was to implement practical teaching strategies using a Bilingual-Bicultural teaching approach that can reduce the delay and gap in language learning and literacy for deaf learners. Results from t-tests calculated to determine the statistical significance of the pre and post-test with regard to the total scores and all the sub-tests for NSL as well as Written English skills indicated significant results (p< 0.05). The study offers insight into the psychology of teaching deaf learners while also advancing the theory and application of the Bilingual-Bicultural approach. Additionally, it promotes debate of the best practices for ensuring that deaf learners receive a quality education and full participation in society.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The analyses of observed lessons are an important part of learning to teach. Pedagogically focused conversations are one way for pre-service teachers to do so. But how do pedagogically focused conversations enable pre-service teachers to make sense of observed teaching? Using a collective case-study approach, the study qualitatively explored the complexity of pedagogically focused conversations among differently qualified pre-service teachers during a focus-group interview. Complexity in participants’ conversations was operationalised using constellations from Legitimation Code Theory. I found that when participants had access to a shared conceptual language of practice, their pedagogically focused conversation could take observed practice apart and analyse its parts in terms of their suitability, what was lacking, and how it could be improved. A more complex conversation means that the pre-service teachers have a conceptual toolkit from which to draw to make sense of observed practice.
{"title":"How pre-service teachers talk about observed lessons: Implications for teacher education","authors":"D. Langsford","doi":"10.38140/pie.v42i2.7635","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7635","url":null,"abstract":"The analyses of observed lessons are an important part of learning to teach. Pedagogically focused conversations are one way for pre-service teachers to do so. But how do pedagogically focused conversations enable pre-service teachers to make sense of observed teaching? Using a collective case-study approach, the study qualitatively explored the complexity of pedagogically focused conversations among differently qualified pre-service teachers during a focus-group interview. Complexity in participants’ conversations was operationalised using constellations from Legitimation Code Theory. I found that when participants had access to a shared conceptual language of practice, their pedagogically focused conversation could take observed practice apart and analyse its parts in terms of their suitability, what was lacking, and how it could be improved. A more complex conversation means that the pre-service teachers have a conceptual toolkit from which to draw to make sense of observed practice.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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