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JournalISSN: 1682-3206

Education As Change 

Unisa Press
About: Education As Change is an academic journal published by Unisa Press. The journal publishes majorly in the area(s): Curriculum & Higher education. It has an ISSN identifier of 1682-3206. It is also open access. Over the lifetime, 578 publications have been published receiving 6372 citations. The journal is also known as: Onderwys as verandering & Onderwys as Verandering.


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Journal Article
TL;DR: In this paper, a wide ranging analysis that cuts across educational, economic, political, health and cultural sectors, presenting factors that, according to significant bodies of evidence, suggest contribute to the pattern of under achievement in primary schools.
Abstract: Brahm Fleisch's recent book - 'Primary Education in Crisis' - is centred on a consideration of the nature and pattern of under achievement in reading and mathematics in South African primary schools. Having provided a detailed outline of this under achievement, the book moves onto a wide ranging analysis that cuts across educational, economic, political, health and cultural sectors, presenting factors that, according to significant bodies of evidence, suggest contribute to this pattern of under achievement in primary schools.

392 citations

Journal ArticleDOI
TL;DR: In this article, trustworthiness has become an important alternative for measuring the value of research and its effects, as well as leading the way of providing for rigour in the research process.
Abstract: In interpretive research, trustworthiness has developed to become an important alternative for measuring the value of research and its effects, as well as leading the way of providing for rigour in the research process. The article develops the argument that trustworthiness plays an important role in not only effecting change in a research project’s original setting, but also that trustworthy research contributes toward building a body of knowledge that can play an important role in societal change. An essential aspect in the development of this trustworthiness is its relationship to context. To deal with the multiplicity of meanings of context, we distinguish between contexts at different levels of the research project: the domains of the researcher, the collective, and the individual participant. Furthermore, we argue that depending on the primary purpose associated with the collective learning potential, critical potential, or performative potential of phenomenographic research, developing trustworthiness may take different forms and is related to aspects of pedagogical legitimacy, social legitimacy, and epistemological legitimacy. Trustworthiness in phenomenographic research is further analysed by distinguishing between the internal horizon – the constitution of trustworthiness as it takes place within the research project – and the external horizon, which points to the impact of the phenomenographic project in the world mediated by trustworthiness.

137 citations

Journal ArticleDOI
TL;DR: The Data Informed Practice Improvement Project as discussed by the authors developed an innovative model of mathematics teacher development, with three main strands: teachers work with data from their classrooms, they use this data to understand and engage with learner errors in mathematics, and they do this collectively in professional learning communities, with facilitation from members of the project team.
Abstract: In this paper I share some key principles and examples from the Data Informed Practice Improvement Project. The project develops an innovative model of mathematics teacher development, with three main strands: teachers work with data from their classrooms, they use this data to understand and engage with learner errors in mathematics, and they do this collectively in professional learning communities, with facilitation from members of the project team. I describe each of these strands and present three examples that show how the strands work together to support teacher learning in professional communities. These examples illuminate a key achievement of the project: a focus on learner errors in professional learning communities can develop powerful conceptual knowledge of mathematics among teachers at the same time as developing teachers’ knowledge for teaching and teaching practices.

96 citations

Journal ArticleDOI
TL;DR: The authors report the findings of a review of classroom-based studies in order to discern what the existing knowledge base around teaching and learning is in South African primary schools, and highlight the remarkable consistency across studies regarding what is going on (and generally going wrong) in classrooms.
Abstract: This article reports the findings of a review of classroom-based studies in order to discern what the existing knowledge base around teaching and learning is in South African primary schools. Educational research on classrooms has been criticised on a number of grounds, including the fact that it is generally small-scale, qualitative and that it lacks methodological rigour. Although these criticisms would appear to be valid, and there certainly are methodological limitations to the majority of these studies, this article highlights two strengths of the literature when viewed cumulatively. The first is that there is a remarkable consistency across studies regarding what is going on (and generally going wrong) in classrooms. The second is that the research has recently begun to identify very specific features or dimensions of classroom practice, which appear to affect student learning. In other words, the research has moved a long way from broad characterisations, such as ‘learner-centred’ and ‘tea...

93 citations

Journal ArticleDOI
TL;DR: In this paper, the authors discuss the notion of instructional leadership and apply it to the South African context, drawing on international and South African literature and research, and address the conceptual and semantic confusion arising from the use of overlapping terminology to describe this aspect of leadership.
Abstract: The purpose of this paper is to discuss the notion of instructional leadership and to apply it to the South African context, drawing on international and South African literature and research. It also addresses the conceptual and semantic confusion arising from the use of overlapping terminology to describe this aspect of leadership. This topic is significant because of increasing recognition that instructional leadership is one of the most important (if not the most important) activities for principals and other school leaders. Its centrality has been recognized by the inclusion of Managing Teaching and Learning as a core module in the national ACE: School Leadership programme. The paper discusses international and local research and literature to develop a grounded framework for instructional leadership in South Africa.

83 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20239
202242
202117
202034
201922
201826