Research Articles (Educational Psychology)
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- ItemAddressing dualisms in student perceptions of a historically white and black university in South Africa(Taylor & Francis, 2016) Carolissen, Ronelle; Bozalek, VivienneNormative discourses about higher education institutions may perpetuate stereotypes about institutions. Few studies explore student perceptions of universities and how transformative pedagogical interventions in university classrooms may address institutional stereotypes. Using Plumwood’s notion of dualism, this qualitative study analyses unchallenged stereotypes about students’ own and another university during an inter-institutional collaborative research and teaching and learning project. The project was conducted over 3 years and 282 psychology, social work and occupational therapy students from a historically black and white institution in South Africa, participated in the study. Both black and white students from differently placed higher education institutions display prejudices and stereotypes of their own and other institutions, pointing to the internalization and pervasiveness of constructions and hegemonic discourses such as whiteness and classism. It is important to engage with subjugated student knowledges in the context of transformative pedagogical practices, to disrupt dominant views and cultivate processes of inclusion in higher education. Keywords: dualisms, higher education, inclusion, transformative pedagogies, South Africa.
- ItemAdolescent identity formation in the context of vocationally oriented special needs schools(Education Association of South Africa, 2017) Jacobs, Carmelita; Collair, LynetteAdolescence is a phase that is associated with important identity-relevant issues. Shaping a clear sense of identity is an important step in developing a healthy psychosocial disposition, and the school is an important context where this can happen. In this article, we explore how adolescents who had attended a special needs school of skills in the Western Cape, South Africa, perceived the role that their school experiences played in shaping their sense of identity. These were learners who entered the school of skills with a poor sense of self, due to years of academic difficulties and exclusion in mainstream primary schools. Using a qualitative research design, data was collected through interviews, and analysed by means of the inductive process of thematic content analysis. The findings showed that participants’ school experiences shaped their sense of identity in a more positive way. The participants’ narratives speak to the complexity in the individual, the school and the community in contributing to a sense of identity with both positive and negative aspects. Though the participants experienced a sense of belonging and felt accepted by their teachers and peers, the school did not deliver on its implicit promise of a job-related skill, and this in turn negatively affected their thinking about future life paths and careers, which is important for identity formation.
- ItemCommunity-engaged curricula in higher education : the case of a master's programme in play therapy(UNISA Press, 2015) Bitzer, Eli ; Wilson, Lizane; Newmark, R.This article presents the results from research on community-engaged curricula using feedback from international and South African academics who teach on postgraduate programmes with a community engagement component. It also includes the findings from a sample master’s programme in Play Therapy at a South African university. The findings indicated that at least five important issues are related to community-engaged master’s programmes in Play Therapy, namely: programme relevance, integrated scholarship, community based research, reciprocal learning, and close academic staff involvement. Based on these findings a curriculum framework is suggested which caters for an integrated scholarship approach in master’s programmes in Play Therapy that closely engage with community needs. Such a framework may relate to similar or other professional master’s programme curricula.
- ItemConstraints to quality education and support for all : a Western Cape case(Education Association of South Africa, 2017) Dreyer, Lorna M.In its vision for education, the National Planning Commission (2011:264) of South Africa states that “all children can access and benefit from high quality education” through flexible services which are available, accessible and responsive to the needs of children, and that “specific consideration will be given to the most vulnerable children – those who live in poverty or with disabilities”. As an emerging economy, South Africa is faced with the challenge of implementing the policy aimed at realising this vision. This paper highlights the plight of learners who have been identified as having high-level support needs and who are waiting for special school placement. Data was collected through questionnaires and semi-structured focus group interviews. In total, 371 participants were involved in this research. Forty-one learning support teachers were purposefully selected, and 165 mainstream teachers were systematically selected from within a specific education district of the Western Cape Province of South Africa. The findings imply that the needs of learners on waiting lists are grossly neglected in mainstream classrooms. Teachers generally feel ill equipped to provide adequate support. Various other contextual factors exacerbate this situation. This article offers some practical recommendations in pursuit of moving beyond a discourse of justification to debate the implementation of inclusive education that will benefit all learners, including learners with high-level support needs.
- ItemDeveloping metacognition among young learners by using stories(Education Association of South Africa, 2019) Van Aswegen, Suzanne; Swart, Estelle; Oswald, Marietjie M.Being aware of our thinking as we perform learning tasks and then using this knowledge to actively self-regulate what we are doing, is commonly known as metacognition. This study investigated the influence of a story-based intervention on the development of metacognition among Intermediate Phase learners engaged in content area learning. Two intact Grade 4 class groups from two public schools in different socio-economic communities in the Western Cape participated in the study. This design-based research (DBR) study comprised of 2 iterative cycles. A pragmatic paradigm underpins the use of multiple data collection methods. This article reports on the pre- and post-intervention data from the second iteration, comparing the 2 groups. Most learners seemed to have improved in terms of metacognition and strategy knowledge on most data collection instruments. The data, however, revealed that learners in both groups struggled to verbalise their thoughts. Low literacy rates influenced both data collection and the outcome of the intervention. From the study, it appears that the story-based intervention could be a feasible and effective learning tool to develop metacognition within the contexts described in this study.
- ItemDeveloping sport psychology in a girls’ sport academy curriculum(Education Association of South Africa, 2014) Lewis, AndrewThis article explores the initial steps in developing and presenting Sport Psychology in a leadership and sport curriculum at Stellenbosch University’s (SU) Centre for Human Performance Sciences’ (CHPS) Academy for Girls’ Leadership and Sport Development. Sport Psychology does not feature within the South African school curriculum specifically, yet the CHPS recognises the importance of exposing girls to the principles and skills of Sport Psychology and has a leadership curriculum for girls participating in sport to this end. This paper reports on a qualitative and exploratory reflective inquiry by the author who presented this theme. What was gained during this process, as well as the associated challenges encountered, suggest possible areas for research as well as changes and adjustments which could be made in similar Sport Psychology curricula.
- ItemDigital storytelling to engage postgraduates in reflective practice in an emerging economy(Education Association of South Africa, 2017) Dreyer, Lorna M.Many emerging economies are just beginning to consume digital content meaningfully. In the field of education in particular, such technology could help to narrow the gap between teacher training and the expectations of a post-colonial, post-apartheid education system in an emerging economy. However, it is important that the use of technology in education be guided by sound pedagogical principles. Digital storytelling is not a new concept and is now part of the academic mainstream. It is increasingly recognised for its contribution to reflective practice, essential for professional development. This qualitative research aimed to introduce postgraduates to the value of reflective practice through digital storytelling. The study is located in a social constructivist paradigm. Data was collected through digital stories, individual written reflections, and focus group reflections. Data analysis involved coding, categorising and the identification of emerging themes. The findings established that pedagogical knowledge alone cannot prepare teachers to offer meaningful learning opportunities for all learners. Digital storytelling, however, can be incorporated in teacher training programmes in order to foster a culture of reflective practice for professional development.
- ItemDis ’n tydbom ... die skip gaan sink : emosionele welsyn van hoerskool-opvoeders in die Helderbergarea van die Wes-Kaap(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2013-09) Strauss, Elmien; Daniels, DoriaAFRIKAANSE OPSOMMING: Navorsing oor die onderwys toon wêreldwyd dat opvoeders se werksomgewing sowel as eksterne eise, byvoorbeeld ouers se verwagtinge en sosio-ekonomiese uitdagings, opvoeders voortdurend onder druk plaas. Ekstensiewe blootstelling aan hierdie eise kan lei tot ’n negatiewe effek op hul eie persoonlike welstand sowel as die welstand van die skool as organisasie. Herhaalde blootstelling aan stres kan uiteindelik tot emosionele siektes soos uitbranding en depressie onder opvoeders lei. Alhoewel heelwat studies reeds onderneem is om meer lig te werp op wat aanleiding gee tot die belewing van stres en emosionele siektes in die onderwysomgewing, poog min van hulle om die opvoeders se begrip en belewing van stressors in hulle werkskonteks na te vors. Hierdie artikel doen verslag oor ses opvoeders se persoonlike konstruksies van hul emosionele welsyn. Die konteks was die Helderberg-area in die Wes-Kaap wat deur agt hoërskole bedien word. Die opvoeders was werksaam in twee voormalige model-C-hoërskole, en twee voormalige model-Dhoërskole (histories bruin skole). Die bevindinge toon dat die opvoeders emosioneel broos is en spesifieke gedragspatrone toon. Hulle rapporteer ’n afname in produktiwiteit en werksetiek, reaksionêre of gewelddadige gedrag, die blamering van ander en paranoïede-tipe gedrag wat met hul oorwegend negatiewe emosies geassosieer word.
- ItemDie effek van 'n troeteldier-ondersteunde leesprogram op woordherkenningsvaardighede van graad 3-kinders(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2015-06) Le Roux, Marieanna; Swartz, Leslie; Swart, EstelleDie doel van die huidige studie was om die effek van ’n troeteldier-ondersteunde leesprogram (TOL) op die woordherkenningsvaardighede van graad 3-kinders te bepaal. Al die kinders wat met behulp van die ESSI Leestoets as nievaardige lesers (N=102) geïdentifiseer is, is ewekansig toegewys aan drie eksperimentele groepe en een kontrolegroep. Een maal per week vir 10 weke lank het die Leeshondgroep (n=27) vir ’n leeshond in die teenwoordigheid van ’n Pets as Therapyvrywilliger gelees, die Volwassenegroep (n=24) het slegs vir ’n volwassene gelees terwyl die Teddiebeergroep (n=26) vir ’n teddiebeer in die teenwoordigheid van ’n volwassene gelees het. Die Kontrolegroep (n=25) het voortgegaan met hul normale skoolaktiwiteite. Die kinders in die drie eksperimentele groepe het individueel vir ongeveer 20 minute gelees uit graad 1-, 2- en 3-vlak boekies. Data-insameling het plaasgevind voor die aanvang van die leesprogram (Tyd 1), direk ná voltooiing van die leesprogram (Tyd 2) en met ’n opvolgmeting agt weke later (Tyd 3). Die resultate het getoon dat die kinders in die Leeshondgroep op ’n beduidend hoër graadvlak gelees het tydens Tyd 2 en Tyd 3 as die ander drie groepe.
- ItemEstablishing inclusive schools : Teachers’ perceptions of Inclusive Education Teams(Education Association of South Africa, 2018) Mfuthwana, Thembeka; Dreyer, Lorna M.The international debate on colonialization is gaining momentum, primarily in the Americas, Africa and Australasia. Recent incidents in South Africa, such as the #Rhodesmustfall movement and the protest over rules on black girls’ hair at certain schools, have sparked renewed debates on (de-)colonisation in the education system. It has become critical that those concerned with educational transformation in a post-colonial, post-apartheid South Africa consider socio-political and historic contextual factors. This is especially so in their endeavours to implement inclusive education, with its imperative to provide equal and quality education and support for all. Educational transformation in South Africa is based on systemically positioned support structures. However, these structures have their roots in countries which do not have the same socio-political history and current contextual constraints as developing countries. The focus of this research was to understand teachers' perceptions of the role Inclusive Education Teams (IETs) play in establishing an inclusive school in the Western Cape Province. For this case study, teachers were purposefully selected from an inclusive school. Data were collected through semi-structured individual interviews and a focus group discussion. The findings show that, despite the in-service training provided by the IET, teachers still need continuous, contextually responsive support.
- ItemDie estetiese ingesteldheid as psigoterapeutiese kwaliteit in ʼn hoofsaaklik apatiese, gedigitaliseerde omgewing(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2018) Conradie, KarlienDie psigoterapeutiese ruimte word gekenmerk deur onder andere invoelende deelname, oftewel ʼn empatiese gevoeligheid vir die problematiek van die bestaan en betekenis van alles. Die estetiese ingesteldheid word as ʼn eis aan die terapeut gestel ten einde op eksistensiële wyse ontvanklik te wees vir la condition humaine. In hierdie artikel voer ek aan dat bogenoemde psigoterapeutiese kwaliteit, soos ook te vinde in die opvoedkundige sielkunde, moontlik in die lig van ʼn ongebreidelde digitalemediakultuur bedreig word. Ek ondersoek die aard van hierdie kwelling aan die hand van verweefde teoretiese en filosofiese benaderings, sowel as van voorbeelde uit die poësie en letterkundige prosa. Daar word aan die hand gedoen dat die opleiding van sielkundestudente in die algemeen, en studente in opvoedkundige sielkunde in die besonder, wat met digitale media grootgeword het, opnuut in oënskou geneem behoort te word. Wanneer aanlyn digitale media die oorwegende gereedskap word waarmee betekenis ontsluit en vertolk word, sê dit moontlik iets van die wyse waarop mense hul wêreld epistemologies en ontologies benader. In hierdie opsig dien die steeds uitdyende digitale verbruiksgeoriënteerde bestaan, gekenmerk deur nut/utiliteit en onmiddellikheid, toenemend as hubris waardeur die mensdom tot ondergang gedoem skyn te wees. Hierdie ondergang het nie noodwendig te make met die uitsterwing van Homo sapiens nie, maar het eerder betrekking op ʼn verarming van die funksie van woord- en taalgebruik en denke in die mens se strewe na betekenisskepping. Onlangse navorsing wil te kenne gee dat die snelle hibridisering (die mens-masjienversmelting) waaraan die mensdom blootgestel is, ten koste van sekere kennisverwerwings- en betekenisskeppingsfunksies geskied. Een van dié funksies is die soeke na samehang deur middel van diepgaande interpretasieraamwerke ten einde weg te beweeg van chaos en versplintering op sosiale en persoonlik-psigiese vlak. Hiervolgens gaan dit veral om die verarmde rol van denke en taal as noodsaaklike lewensmiddele om die fyn netwerk van skakerings van gebeure en belewenisse te artikuleer. ʼn Oorwegend gedigitaliseerde kultuur wat nouliks staanplek aan die ryk register van persoonlike ervarings gee, kan daartoe lei dat synsbetekenis gereduseer word tot gefilterde kitsklaar belewenis- en kennisbrokke wat van noodsaaklike nuansering ontdaan is. In hierdie artikel poog ek om aan die hand van verskeie teorieë in die filosofie en sielkunde, analitiese letterkundebesprekings, en onlangse inligtingswetenskaplike navorsingsbevindinge helderheid te verkry oor die wyse waarop die digitalemediakultuur verband hou met die behoefte aan ʼn estetiese ingesteldheid, spesifiek as ʼn psigoterapeutiese kwaliteit. Ter verrekening hiervan verduidelik ek die wyse waarop sekere kunsvorme as rigtingwyser vir die estetiese ingesteldheid die denkhandelinge van die psigoterapeut en opvoedkundige sielkundige kan bevorder en verryk. Ons wêreld is betrokke op die middels waardeur ons dit benader. Derhalwe is die geskiedenis gedeeltelik die geskiedenis van gereedskap. Daardie ou houtkapper se byl was die bril waardeur hy die wêreld gesien het, en deur die voel van sy steel het hy alles gevoel.
- ItemFeeling some typ'a way : a young Black woman's experience of education in South Africa(HESA, 2018) Shabalala, N.This article aims to contribute to conversations about Black subjectivity by engaging with the reflections of a young, Black, female student at Stellenbosch University. An auto-ethnographic approach is used to demonstrate the complexity of inhabiting multiple intersecting identities. I also explore the internal battles that I have faced and how I constantly negotiate my Blackness. The narrative shows a journey through education while highlighting socio-economic and emotional factors that may contribute to how education is experienced in South Africa.
- ItemGeneral practitioners' familiarity, attitudes and practices with regard to Attention Deficit Hyperactivity Disorder (ADHD) in children and adults(Medpharm Publications, 2009) Louw, Charmaine; Oswald, Marietjie; Perold, MariechenBackground: Attention-Deficit Hyperactivity Disorder (ADHD) is a common disorder, affecting 4% to 5% of South African children. Recent studies reveal that 30% to 70% of children continue to experience problems related to ADHD in adulthood. Adults are becoming increasingly aware of adult ADHD as a result of public awareness campaigns in the media. Their first line of action is to visit their family physician (GP), but the question that arises is whether these practitioners are ready to take on patients with ADHD. The aims of this study were to determine the familiarity, attitudes and practices of general practitioners (GPs) in South Africa with regard to ADHD in both children and adults, and whether there are differences in children and adults with regard to depression and generalised anxiety disorders as comorbid disorders. The study also briefly explored the training models of GPs in South Africa. Methods: The research questions were addressed by means of a survey approach, using quantitative measures. An e-mail message with a covering letter, explaining the purpose of the research project, provided a link to a web-based questionnaire. It was relayed to 6 704 GPs on the database of the company MEDpages, which managed the distribution. A questionnaire attached to an e-mail message was sent to all departments of Family Health at universities in the country to obtain information with regard to the training models of GPs. The questionnaire was completed by 229 respondents. The data were statistically analysed using Statistica Version 7.0. Results: The most significant outcome of the study revealed a considerable need among GPs to increase their knowledge base with regard to ADHD (87% with regard to children and 89% with regard to adults). As they were of the opinion that they should be able to diagnose and manage ADHD in both children (90%) and adults (85%) a significant need for a screening tool (83%) was also found. The GPs' knowledge and training with regard to depression and generalised anxiety disorders were significantly more extensive with regard to adults than to children. Training with regard to ADHD in adults was almost non-existent. With regard to children the most important barriers were uninformed parents (70%), limited funds (61%), uninformed teachers (58%), and with regard to adults these barriers were uninformed patients (64%), lack of knowledge on ADHD in adults on the part of the GPs (63%), and consultation time (58%). Although GPs did seem to have an awareness of the important role of the psychologist in the diagnosis and effective management of patients with ADHD, their referral practices generally involved a limited interdisciplinary approach. Conclusion: It is recommended that the limited knowledge base of GPs with regard to ADHD should be addressed by adapting the curriculum of undergraduate medical students and providing opportunities for continued medical education that focuses on the diagnosis and management of ADHD, in both children and adults. GPs should acknowledge the educational psychologist as an equal partner within a multidisciplinary team.
- ItemHigh-school teachers' perceptions of challenging learner behaviour(SUN MeDIA Bloemfontein, 2009) Saunderson, Claudia; Oswald, MarietjieThis focuses on persistent behaviour that disrupts teaching and learning on a daily basis. Teachers' perceptions have been investigated within the framework provided by eco-systemic and asset-based approaches to learner behaviour and support. The intensity and prevalence of behavioural challenges were reportedly higher in urban than in rural schools. The eco-systemic and asset-based approaches can be recommended for training teachers to understand and manage learner behaviour.
- ItemIncluding the gifted learner : perceptions of South African teachers and principals(Education Association of South Africa, 2013) Oswald, Marietjie; De Villiers, Jeanne-MarieWe report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1–3) in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structured focus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.
- ItemIncreasing access into higher education : insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission(AOSIS Publishing, 2014-06) Lyner-Cleophas, Marcia; Swart, Estelle; Chataika, Tsitsi; Bell, DianeThis article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through to higher education. This article, however, is informed by presentations focusing on increasing access to higher education. The article is focused on the implementation of evidence in practice, research and policies stemming from rigorous debate and scientific foundations, whilst taking into account the dynamic realities of the higher education context. Themes such as the systemic approach needed for inclusion to be successful, increasing access and the dynamic role of students with disabilities are highlighted.
- ItemInitiating a different story about immigrant Somali parents’ support of their primary school children’s education(AOSIS Publishing, 2017-08-10) Daniels, DoriaENGLISH ABSTRACT: The ability of parents to nurture and support their children during their primary school years is considered to be fundamental for the child’s development and learning. Teachers and educational psychologists assign great prominence to parental involvement as a tool to advance educational success for children, especially for those who are faced with disadvantages. In the past two decades, we have seen South African schools radically shifting from being racially and ethnically homogenous to becoming culturally, ethnically and linguistically heterogeneous. It is especially the schools in the lower socioeconomic areas that find themselves under tremendous pressure to serve their growing immigrant school population. Not enough is known about the cultural capital that lies embedded in these learners’ home contexts and the roles that their parents play in their education. In this manuscript, I investigate the potential intersectionality of school and home and critique the affiliation between teachers and immigrant parents as an important dimension of learning success in the primary school. I situate the discussion in a community school with a strong Somali immigrant population.
- ItemMore eyes on the problem : what the social sciences and humanities allow us to see and do in response to COVID-19(Academy of Science of South Africa, 2020) Jansen, Jonathan D.The COVID-19 pandemic has bared the fragile and unequal social and economic structures underlying South Africa, and in this issue of the Journal we foreground what contributions the humanities and social sciences can make to charting a path into an improved future.
- ItemNarrative explorations of the micro-politics of students' citizenship, belonging and alienation at South African universities(HESA, 2018) Carolissen, R.; Kiguwa, P.Citizenship and social justice have been explored from ethical and theoretical perspectives in education. Furthermore, alienation or belonging in institutional cultures, often invoking social locations such as gender and race, were explored. Little research, especially empirical research, exists at the nexus of narrative, citizenship, belonging and subjectivities. In contexts of ongoing inequalities and associated student protests, legacies of unequal histories come into conflict in the crucible of higher education. Narrative as theory-method may usefully provide ways in which citizenship and identity may be connected to socio-historical processes and justice in higher education. Narratives of student experiences have the potential to provide insight into the nuances of subjectivities in personal and collective stories of belonging and alienation. They may also highlight how universities can be spaces where students may engage in non-normative negotiations and reconstructions of subjectivities to create different narratives about themselves and public spaces, thus signalling change.
- ItemNon-physical bullying : exploring the perspectives of Grade 5 girls(Education Association of South Africa, 2009) Swart, Estelle; Bredekamp, JudithResearch into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, which explored and described the nature of bullying amongst girls, in order to make the invisible problem more visible and to make recommendations for intervention and prevention. In this interpretive study we explored bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. Data were generated through the use of semistructured group interviews. We argue that there is no single solution to the problem. Each situation seems to require a unique set of rules, a unique understanding. This is supported by the main finding, namely, some girls have innate characteristics that help maintain bullying while others have characteristics that protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication is that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change.