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Systematic reviews of research in basic education in South Africa / / Felix Maringe (editor)
| Systematic reviews of research in basic education in South Africa / / Felix Maringe (editor) |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Sun Press, , 2021 |
| Descrizione fisica | 1 online resource (292 pages) |
| Disciplina | 372.190946 |
| Soggetto topico | Basic education - South Africa |
| ISBN | 1-991201-15-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contributors -- Chapter 1 -- Systematic reviews in basic education in South Africa: The gold standard of evidence for educational decision-making -- Felix Maringe and Otilia Chiramba -- Abstract -- Introduction and context -- What are systematic reviews? -- Types of systematic reviews -- Systematic reviews: Approaches and purposes -- Key steps in conducting a systematic review -- The context of education under apartheid -- Post-apartheid educational reform: Successes and failures -- The need for education improvement -- The role of education in development -- Contribution of the education sector to development -- Hierarchies of knowledge from research -- The Quantitative/Qualitative debate -- A synopsis of chapters in the book -- References -- Chapter 2 -- Interventions to improve learner achievement in South Africa: A systematic meta-analysis -- Neissan Alessandro Besharati, Brahm Fleisch and Khotso Tsotsotso -- Abstract -- Introduction -- Challenges in evaluating education interventions -- Method -- Results -- Discussion -- References -- Chapter 3 -- The impact of poverty on basic education in South Africa: A systematic review of literature -- Vitallis Chikoko and Pinkie Mthembu -- Abstract -- Introduction -- Methods -- Understanding the term 'poverty' -- Highlights of the education-poverty interface -- Poverty as a trigger for self-emancipation -- Learning from the evidence -- Conclusion -- References -- Chapter 4 -- Review and evaluation studies of school effectiveness and improvement in South Africa: A systematic and critical appraisal -- Francine de Clercq and Yael Shalem -- Abstract -- Introduction -- International lens on school effectiveness and improvement research -- Historical lens on school effectiveness and improvement research in South Africa.
Eight review and evaluation studies: What do they tell us about school effectiveness and improvement factors, accountability and support? -- In search of a theory: Importance and role of theories of schooling and learning -- Conclusion: Towards new theories? -- References -- Chapter 5 -- Research on school leadership in South Africa: A systematic review -- Tony Bush and Derek Glover -- Introduction -- Policy on school leadership -- Leadership styles and models -- Leadership roles in South African basic education -- School management teams -- Curriculum management and instructional leadership -- Management of finance and resources -- School governance -- Leadership and management of people -- Leadership and diversity -- Leadership culture and structures -- Leadership and student outcomes -- Leadership preparation and development -- Research gaps -- Implications and conclusion -- References -- Chapter 6 -- A Systematic review of trends in teaching and learning research in South African schools -- Dr Laura Dison and Dr Alison Kearney -- Abstract -- Introduction -- Methodology -- Emergent themes -- Socio-economic conditions affecting learning and teaching -- Culture of teaching and learning in schools -- Effects of curriculum change -- Teacher activities -- Learner-centred approaches to teaching and learning -- Conclusion -- References -- Chapter 7 -- Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education -- Elaosi Vhurumuku -- Abstract -- Introduction -- Purpose of the review -- Effective teacher professional development -- Teaching effectiveness -- Method -- Results -- Discussion -- Conclusions and recommendations -- References -- Chapter 8 -- Dealing with difference: A scoping review of disability in education in South Africa. Judith McKenzie, Brian Watermeyer (Disability Studies Division, Department of Health and Rehabilitation Sciences, University of Cape Town), and Kyla Meyerson (Desmond Tutu TB Centre, Department of Paediatrics and Child Health, Stellenbosch University) -- Introduction -- Background and rationale -- Aims and objectives of the chapter -- Methodological approach -- Thematic categories -- Conclusions -- References -- Chapter 9 -- Research on mathematics teacher knowledge in Southern Africa: A 2010-2018 systematic review -- Judah P. Makonye -- Abstract -- Background and rationale -- Problem Scoping: Mathematics teacher knowledge problem in South Africa -- Mathematics education research in Southern Africa -- Purpose of the review -- Methodological approach and data collection -- Findings and discussion -- Emerging patterns on the number of publications per journal over the period -- Trends on research on different MKT domains over the period -- Mathematics teacher knowledge research published abroad by Southern African Researchers -- Research on errors and misconceptions -- Other trends -- Who does research on mathematics teacher knowledge? Journal articles and first author affiliation -- Summary of strong evidence in the area -- Summary of persistent gaps -- Recommendations for further research, policy and practice -- Further notes -- References -- Chapter 10 -- Systematic literature review of literacy and reading in South Africa -- Geeta Motilal -- Abstract -- Introduction -- Methodology -- Literacy and reading -- Literacy and reading theories frameworks -- The South African literacy and reading landscape -- Causal factors of literacy and reading challenges -- Reading as oral performance -- Literacy as a social practice -- Role of the family in literacy and reading development -- Reading ability and academic performance. Reading and teacher education in South Africa -- Summary of findings -- Gaps in literature and implications for future research -- Conclusion -- References -- Chapter 11 -- Imperatives for educational improvement in South Africa's basic education system -- Felix Maringe and Otilia Chiramba -- Abstract -- Evidence from the systematic reviews reported in this book -- Conclusion -- Key recommendations -- References -- Table 1.1 Comparing the racial bases of apartheid education in South Africa (own summary) -- Table 1.2 Hierarchies of knowledge from research -- Table 2.1 Categories of education interventions -- Figure 2.1 Funnel plot SA education meta-analysis -- Figure 2.2 Graphical illustration of SA education Multi-Treatment Meta-analysis (MTMA) -- Figure 2.3 Regression of effect size on school grade -- Figure 2.4 Impact of interventions to improve language abilities -- Figure 2.5 Impact of interventions to improve mathematics abilities -- Figure 2.6 Impact of interventions to improve science and other FET subjects -- Figure 2.7 Impact of LTSM provision -- Figure 2.8 Impact of whole school development programmes -- Figure 2.9 Impact of government programmes versus academic experiments -- Table 4.1 Our own compilation of a summary of effectiveness factors, pressure and support coming from different levels of the education system -- Table 7.1 Models of continuous professional development -- Figure 7.1 A summary of the literature search and selection procedure (Adapted from Van Lankveld, Schoonenboom & -- Volman et al., 2017 -- Bennett et al., 2005 & -- Bearman, 2012) -- Table 7.2 A summary of the main features and characteristics of the reviewed studies -- Figure 8.1 Flow chart representing article selection [add in] -- Table 9.1 Number of papers from South African universities on PCK and MKT (2010-2018). Figure 9.2 Frequencies of segments of research on MKT (2010-2018) -- Table 9.2 Mathematics Teacher Knowledge Theme Publications by Journal by Southern African Mathematics Education Researchers -- Figure 9.3 Number and proportion of articles relating to research on errors and misconceptions in two Southern African mathematics education journals -- Figure 9.4 Number of articles on errors and misconceptions research in Pythagoras versus ARJMSTE -- Figure 9.5 Number of articles published and first author affiliation in the ARJMSTE journal. |
| Record Nr. | UNINA-9910794671503321 |
| [Place of publication not identified] : , : Sun Press, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Systematic reviews of research in basic education in South Africa / / Felix Maringe (editor)
| Systematic reviews of research in basic education in South Africa / / Felix Maringe (editor) |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Sun Press, , 2021 |
| Descrizione fisica | 1 online resource (292 pages) |
| Disciplina | 372.190946 |
| Soggetto topico | Basic education - South Africa |
| ISBN | 1-991201-15-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contributors -- Chapter 1 -- Systematic reviews in basic education in South Africa: The gold standard of evidence for educational decision-making -- Felix Maringe and Otilia Chiramba -- Abstract -- Introduction and context -- What are systematic reviews? -- Types of systematic reviews -- Systematic reviews: Approaches and purposes -- Key steps in conducting a systematic review -- The context of education under apartheid -- Post-apartheid educational reform: Successes and failures -- The need for education improvement -- The role of education in development -- Contribution of the education sector to development -- Hierarchies of knowledge from research -- The Quantitative/Qualitative debate -- A synopsis of chapters in the book -- References -- Chapter 2 -- Interventions to improve learner achievement in South Africa: A systematic meta-analysis -- Neissan Alessandro Besharati, Brahm Fleisch and Khotso Tsotsotso -- Abstract -- Introduction -- Challenges in evaluating education interventions -- Method -- Results -- Discussion -- References -- Chapter 3 -- The impact of poverty on basic education in South Africa: A systematic review of literature -- Vitallis Chikoko and Pinkie Mthembu -- Abstract -- Introduction -- Methods -- Understanding the term 'poverty' -- Highlights of the education-poverty interface -- Poverty as a trigger for self-emancipation -- Learning from the evidence -- Conclusion -- References -- Chapter 4 -- Review and evaluation studies of school effectiveness and improvement in South Africa: A systematic and critical appraisal -- Francine de Clercq and Yael Shalem -- Abstract -- Introduction -- International lens on school effectiveness and improvement research -- Historical lens on school effectiveness and improvement research in South Africa.
Eight review and evaluation studies: What do they tell us about school effectiveness and improvement factors, accountability and support? -- In search of a theory: Importance and role of theories of schooling and learning -- Conclusion: Towards new theories? -- References -- Chapter 5 -- Research on school leadership in South Africa: A systematic review -- Tony Bush and Derek Glover -- Introduction -- Policy on school leadership -- Leadership styles and models -- Leadership roles in South African basic education -- School management teams -- Curriculum management and instructional leadership -- Management of finance and resources -- School governance -- Leadership and management of people -- Leadership and diversity -- Leadership culture and structures -- Leadership and student outcomes -- Leadership preparation and development -- Research gaps -- Implications and conclusion -- References -- Chapter 6 -- A Systematic review of trends in teaching and learning research in South African schools -- Dr Laura Dison and Dr Alison Kearney -- Abstract -- Introduction -- Methodology -- Emergent themes -- Socio-economic conditions affecting learning and teaching -- Culture of teaching and learning in schools -- Effects of curriculum change -- Teacher activities -- Learner-centred approaches to teaching and learning -- Conclusion -- References -- Chapter 7 -- Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education -- Elaosi Vhurumuku -- Abstract -- Introduction -- Purpose of the review -- Effective teacher professional development -- Teaching effectiveness -- Method -- Results -- Discussion -- Conclusions and recommendations -- References -- Chapter 8 -- Dealing with difference: A scoping review of disability in education in South Africa. Judith McKenzie, Brian Watermeyer (Disability Studies Division, Department of Health and Rehabilitation Sciences, University of Cape Town), and Kyla Meyerson (Desmond Tutu TB Centre, Department of Paediatrics and Child Health, Stellenbosch University) -- Introduction -- Background and rationale -- Aims and objectives of the chapter -- Methodological approach -- Thematic categories -- Conclusions -- References -- Chapter 9 -- Research on mathematics teacher knowledge in Southern Africa: A 2010-2018 systematic review -- Judah P. Makonye -- Abstract -- Background and rationale -- Problem Scoping: Mathematics teacher knowledge problem in South Africa -- Mathematics education research in Southern Africa -- Purpose of the review -- Methodological approach and data collection -- Findings and discussion -- Emerging patterns on the number of publications per journal over the period -- Trends on research on different MKT domains over the period -- Mathematics teacher knowledge research published abroad by Southern African Researchers -- Research on errors and misconceptions -- Other trends -- Who does research on mathematics teacher knowledge? Journal articles and first author affiliation -- Summary of strong evidence in the area -- Summary of persistent gaps -- Recommendations for further research, policy and practice -- Further notes -- References -- Chapter 10 -- Systematic literature review of literacy and reading in South Africa -- Geeta Motilal -- Abstract -- Introduction -- Methodology -- Literacy and reading -- Literacy and reading theories frameworks -- The South African literacy and reading landscape -- Causal factors of literacy and reading challenges -- Reading as oral performance -- Literacy as a social practice -- Role of the family in literacy and reading development -- Reading ability and academic performance. Reading and teacher education in South Africa -- Summary of findings -- Gaps in literature and implications for future research -- Conclusion -- References -- Chapter 11 -- Imperatives for educational improvement in South Africa's basic education system -- Felix Maringe and Otilia Chiramba -- Abstract -- Evidence from the systematic reviews reported in this book -- Conclusion -- Key recommendations -- References -- Table 1.1 Comparing the racial bases of apartheid education in South Africa (own summary) -- Table 1.2 Hierarchies of knowledge from research -- Table 2.1 Categories of education interventions -- Figure 2.1 Funnel plot SA education meta-analysis -- Figure 2.2 Graphical illustration of SA education Multi-Treatment Meta-analysis (MTMA) -- Figure 2.3 Regression of effect size on school grade -- Figure 2.4 Impact of interventions to improve language abilities -- Figure 2.5 Impact of interventions to improve mathematics abilities -- Figure 2.6 Impact of interventions to improve science and other FET subjects -- Figure 2.7 Impact of LTSM provision -- Figure 2.8 Impact of whole school development programmes -- Figure 2.9 Impact of government programmes versus academic experiments -- Table 4.1 Our own compilation of a summary of effectiveness factors, pressure and support coming from different levels of the education system -- Table 7.1 Models of continuous professional development -- Figure 7.1 A summary of the literature search and selection procedure (Adapted from Van Lankveld, Schoonenboom & -- Volman et al., 2017 -- Bennett et al., 2005 & -- Bearman, 2012) -- Table 7.2 A summary of the main features and characteristics of the reviewed studies -- Figure 8.1 Flow chart representing article selection [add in] -- Table 9.1 Number of papers from South African universities on PCK and MKT (2010-2018). Figure 9.2 Frequencies of segments of research on MKT (2010-2018) -- Table 9.2 Mathematics Teacher Knowledge Theme Publications by Journal by Southern African Mathematics Education Researchers -- Figure 9.3 Number and proportion of articles relating to research on errors and misconceptions in two Southern African mathematics education journals -- Figure 9.4 Number of articles on errors and misconceptions research in Pythagoras versus ARJMSTE -- Figure 9.5 Number of articles published and first author affiliation in the ARJMSTE journal. |
| Record Nr. | UNINA-9910825192303321 |
| [Place of publication not identified] : , : Sun Press, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||