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Ayodele Abosede Ogegbo; Umesh Ramnarain; Joseph Krajcik – Journal of Research in Science Teaching, 2024
Inquiry-Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine…
Descriptors: Predictor Variables, Teaching Methods, Active Learning, Inquiry
Maria Assunta Cappelli; Abdeljalil Akkari – Education and Information Technologies, 2025
This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both…
Descriptors: Information Technology, Technology Education, Training, Teacher Education
Remigius C. Nnadozie – Cogent Education, 2024
This study reviews the implications of the 2014 reporting regulation for public higher education institutions (PHEIs) in South Africa. Guided by the monitoring and evaluation logical framework model and the theory of change, the research assesses the alignment between the regulation's outcomes and practical implementation. Employing a Document…
Descriptors: Foreign Countries, Educational Policy, Higher Education, Federal Regulation
Sebenzile Ngema; Angela James; Doras Sibanda – Cogent Education, 2024
Research has extensively documented the benefits of inquiry-based science teaching, but less attention has been paid to how novice teachers' personal teaching goals influence their implementation of this approach. This study aimed to explore novice physical sciences teachers' goals to understand how they relate to IBI implementation. This research…
Descriptors: Novices, Beginning Teachers, Science Teachers, Teacher Role
Ramollo, Jeanette K.; Kanjee, Anil – South African Journal of Childhood Education, 2023
Background: Formative assessment has been reported to improve learners' learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers' knowledge and understanding in no-fee public schools located in a low socioeconomic context. Aim: This article investigates the impact of the Assessment for…
Descriptors: Foreign Countries, Student Evaluation, Formative Evaluation, Elementary School Teachers
Piper, Benjamin; Sitabkhan, Yasmin; Mejía, Jessica; Betts, Kellie – RTI International, 2018
This report presents the results of RTI International Education's study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers' guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the…
Descriptors: Teacher Effectiveness, Outcomes of Education, Teaching Guides, Mixed Methods Research
Andrews, Douglas; Walton, Elizabeth; Osman, Ruksana – International Journal of Inclusive Education, 2021
Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what constrains inclusive teaching, we conducted a qualitative study at four schools in a South African…
Descriptors: Barriers, Program Implementation, Inclusion, Teaching Methods
Coetzee, Bronwynè J.; Gericke, Hermine; Human, Suzanne; Stallard, Paul; Loades, Maria – School Mental Health, 2022
Children and young people are vulnerable to developing mental health problems. In South Africa, this vulnerability is compounded by contextual risk factors such as community violence and poverty. However, mental health services are scarce and costly, which precludes access for many. Universal school-based mental health programmes can prevent the…
Descriptors: Foreign Countries, Mental Health, Access to Health Care, School Health Services
Akuma, Fru Vitalis; Callaghan, Ronel – Journal of Research in Science Teaching, 2019
Around the world, there have been curricula reforms involving the incorporation of the inquiry-based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry-based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher…
Descriptors: Foreign Countries, Science Instruction, Teaching Methods, Faculty Development
Msiza, Gloria Maite; Malatji, Khashane Stephen; Mphahlele, Lydia Kgomotso – Electronic Journal of e-Learning, 2020
An e-Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of education and move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane South Secondary Schools associated with the implementation of the e-Learning project with a view to suggest possible…
Descriptors: Program Implementation, Instructional Design, School Administration, Case Studies
Brown, Bruce; Wilmot, Di; Ash, Margie Paton – South African Journal of Childhood Education, 2015
The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom -- an important component of the complex education environment in South Africa. This article describes teachers' and principals' reports of micro-level changes that occurred during…
Descriptors: Elementary School Teachers, Faculty Development, Foreign Countries, Principals
UNESCO Institute for Lifelong Learning, 2016
The UNESCO Institute for Lifelong Learning (UIL) has just published its fifth policy brief, entitled "Making Large-Scale Literacy Campaigns and Programmes Work." The brief provides policymakers with a set of recommendations based on an analysis of adult literacy campaigns and programmes that took place around the world between 2000 and…
Descriptors: Lifelong Learning, Educational Policy, Literacy Education, Adult Literacy
Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W. – International Review of Research in Open and Distributed Learning, 2016
Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…
Descriptors: Foreign Countries, Teacher Attitudes, Expectation, Distance Education
Downs, Colleen T.; Wilson, Amy-Leigh – International Journal of Teaching and Learning in Higher Education, 2015
Large first-year class sizes have resulted in many lecturers adopting coping strategies consisting of direct-transmission mode teaching, reduced practical time, and assessment. Recently several strategies have been implemented in an attempt to improve student participation and active learning; however, these changes have to be facilitated and…
Descriptors: Foreign Countries, Active Learning, Undergraduate Students, College Students
Pool, Jessica; Laubscher, Dorothy – Educational Media International, 2016
This article reports on a design-based methodology of a thesis in which a fully face-to-face contact module was converted into a blended learning course. The purpose of the article is to report on how design-based phases, in the form of micro-, meso- and macro-cycles were applied to improve practice and to generate design principles. Design-based…
Descriptors: Research Methodology, Blended Learning, Synchronous Communication, Mixed Methods Research