Navigating educational challenges amidst civil unrest: An in-depth exploration of the impact on access in the North and South-west region of Cameroon.
Tabe, H.T., & Emekako, R.
Perspectives in Education Vol 43, Issue 2, Pages 37-53. https://doi.org/10.38140/pie.v43i2.7768
Abstract
Expanded educational opportunities symbolise the development of civil society and reflect the government’s commitment to the nation’s people. Unlike other parts of Africa, such as Sudan, which is known for its high level of civil unrest, Cameroon has traditionally experienced relative tranquillity. However, recent years have seen a surge in civil unrest, particularly in the North-West and South-West regions, profoundly affecting educational access. Through indepth interviews, this qualitative research investigates the intricate dynamics of how civil unrest significantly impacts educational access for students, teachers, parents and community leaders in conflict-affected regions. By employing a phenomenological inquiry design, the study aims to capture the lived experiences and understanding of 16 purposefully selected stakeholders across the community. Findings from the interviews highlight a disruption of normalcy in educational institutions, with schools frequently forced to close because of security concerns, impacting the quality of education. Challenges in Commuting to and from schools present challenges and fears of abduction. Also, the imposed ‘ghost town’ school disruptions on Mondays have led to irregular attendance. The socio-political context also influences curricular content, shaping the perspectives and values imparted to students. The study aimed to inform policy formulation and intervention strategies. The need for practical recommendations to mitigate the adverse effects of civil unrest and its effects on educational access in conflict-ridden regions of Cameroon was essential. By understanding how civil unrest affects education, this study contributes to the growing body of research on the impact of conflict, providing a nuanced perspective that considers the local context and amplifies the voices of those directly affected.
Journal article
Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa.
Nel. M., Hay, J., Bekker, T., Beyers, C., Pylman, N., Alexander, G. & Matoti, S.
Frontiers in Education Vol 8, Issue 1024054, Pages 1-15. https://doi.org/10.3389/feduc.2023.1024054
Abstract
South Africa embraced the move to inclusive education after the political transformation in 1994 by partaking in and subscribing to the international Education for All (EFA) drive initiated in 1990 at the Jomtien World Conference on Education for All, which declared that all children, youth and adults should receive a basic education. Furthermore, the Salamanca Statement of 1994 the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) of 2006 and the Sustainable Development Goal 4 are internationally regarded as the most important influence on the transformation of education systems to become more inclusive and consequently continue to have an important influence on education policies and practices in South Africa. The key policy driving inclusive education in South Africa is Education White Paper 6 (EWP6). EWP6 affirms that teachers play a central role in implementing an inclusive education system. Therefore, training is emphasized as a key strategy to enable educators to become more inclusive in their teaching practices. The focus of this article is on Initial Teacher Education (ITE) for inclusion. Influenced by international developments to transform ITE programmes and the national endorsement of inclusive education the Department of Higher Education and Training (DHET) embarked on a project called the Teaching and Learning Capacity Development Improvement Project (TLCDIP). The project reported on in this article was one facet of the TLCDIP and focused specifically on teacher education for inclusion in the Foundation (Reception to Grade 3) and Intermediate Phases (Grade 4 to 6) of the Baccalaureus Educationis (B Ed) programme. The primary research aim was: To explore the perceptions of final year students and their lecturers in ITE programmes regarding the preparation of pre-service teachers for teaching in inclusive and diverse learning environments. A qualitative research approach was employed to gain in-depth and rich data. Purposive sampling was used including final year students and their lecturers. Open questionnaires and group interviews were employed as data generation strategies. An inductive thematic analysis showed that the following themes were identified by the participants as critical to be considered in the development and implementation of ITE programmes: Understanding inclusive education, which is also linked to knowledge; the disconnect between theory and practice, the lack of knowledge and practical experience regarding inclusive teaching strategies and how inclusion is addressed in the B Ed curriculum.
Journal article
Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system.
Van Staden-Payne, I. & Nel, M.
Frontiers in Education Vol 7, Issue 1009423, Pages 1-10. https://doi.org/10.3389/feduc.2022.1009423
Abstract
Introduction: Teachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation of inclusive education. This article reports on disabling factors in South Africa that are reportedly influencing inclusive Full-Service school (FSS) teachers’ sense of self-efficacy to implement inclusive education successfully. Methodology: A qualitative study, using semi-structured individual and group interviews as well as collages, was employed. Results: The findings revealed that the disabling factors included internal and external factors. Internal factors comprised a lack of knowledge and skills, including a lack of self-confidence, FSS teachers seeing themselves as a barrier, and physical and psychological problems. External factors were also identified. They are ineffective implementation of inclusive education, inadequate training, incompetent education department officials and managers, a lack of support from the education department, curriculum constraints, as well as disabling factors within the school system. Negative media perceptions were also mentioned. Conclusion: It was concluded that it is important for the basic and higher education departments of education to be aware of the identified disabling factors and purposefully attempt to improve the external factors, while ensuring that FSS teachers’ capabilities are developed and sustained in in-service and pre-service teacher education. This could contribute to developing and improving their sense of self-efficacy.
Journal article
A novel proposal to use thinking maps to embed Blooms’ taxonomy within teaching, learning, and assessment.
Bunt, B. J., Grosser, M., & Van Tonder, D.
Journal of Cognitive Education and Psychology Vol 21, Issue 2, Pages 1-20. https://doi.org/10.1891/JCEP-2021-0030
Abstract
In this article, a methodology for utilising eight Thinking Maps that are linked to a cognitive taxonomy will be explored. Firstly, the various taxonomies focusing on cognitive processes will be elaborated upon, namely Bloom’s Taxonomy as well as Barret’s Taxonomy that is used in the education system. Following this, the article will explore the questioning strategy that links questions to either taxonomy and how this strategy is currently employed in classrooms worldwide. A section then elucidates the eight Thinking Maps and what types of thought processes are associated with each map. A methodology will be discussed that links the eight Thinking Maps to verbs that are all associated with the previously mentioned taxonomies. Finally, an adaptive systematic methodology will be elaborated upon, linking to the information processing theory.
Journal article
Predictors and correlates of South African university students’ perceptions of metrosexuality as an acceptable form of contemporary masculinity.
Rothmann, J., Piitso, K., & Nell, W.
South African Review of Sociology Pages 1-20. https://doi.org/10.1080/21528586.2022.2053737
Abstract
As little is known about the views of university students on metrosexual masculinities in South Africa, the aim of this study was to investigate the predictors and correlates of a group of 200 undergraduate students’ perceptions on whether metrosexuality should be considered as an acceptable form of contemporary masculinity. Results from the structured survey indicated that students’ race and levels of religiosity were not associated with the extent to which they viewed metrosexuality as acceptable. By contrast, in relation to sex/gender, female students exhibited more accepting attitudes towards metrosexuality than their male counterparts. Furthermore, the more importance students ascribed to media portrayals of orthodox masculinity as well as to primary gender-role socialisation, the less likely they were to accept metrosexuality. The study contributes to current research on masculinities by investigating metrosexuality as the primary theme, underscoring the similarities between South African and Anglo-American theorisation on the topic, foregrounding the perceptions of millennials in conceptualising and understanding contemporary masculinity, and problematising notions that South African students ascribe to homogenous or monolithic views of masculinity.
Journal article
Students’ perceptions about inclusive and orthodox masculinities in contact sports at a South African university.
Rothmann, J., Antonie, K., Nell, W. & Ellis, S.
Journal of Homosexuality
Abstract
In light of recent studies on the changing views on masculinity, this quantitative study aimed to determine the attitudes of South African undergraduate students toward the display of the tenets associated with orthodox and inclusive masculinities in contact sport, and to determine to what extent these attitudes were predicted by students’ gender, race, religiosity, and attitudes toward the importance of primary gender-role sport socialization and homosexuality. Findings, which originated from the data collected through the use of 200 structured interviews, indicated that male and female students endorsed displays of a ‘softening’ in masculinities in sport, and were slightly opposed toward displays of ‘harder’ masculinities, a trend that was strongest among women. The more importance these students ascribed to primary gender role sports socialization, the more likely they were to support the display of orthodox masculinities in sport, and the less likely they were to endorse inclusive masculinities, with the converse being true for those who were more accepting of homosexuality. The study contributes to current theorization in a twofold way: Firstly, by problematizing a simplistic differentiation between orthodox and inclusive masculine typologies in favor of ascribing to theorization that indicates how the attitudes among students of the said South African university campus arguably attest to the concurrent existence of ‘multiple dominant masculinities.’ In-keeping with this, the findings arguably echo the Andersonian emphasis on the coexistence of declining levels of homohysteria among younger persons and the continuing prevalence of homophobia among some students on university campuses.
Journal article
Inclusive education in Saudi Arabia and Germany: Students’ perception of school well-being, social inclusion, and academic self-concept.
Alnahdi, G. H. & Schwab, S.
European Journal of Special Needs Education Vol 36, Issue 5, Pages 773-786, https://doi.org/10.1080/08856257.2020.1823163
Abstract
This study aimed to compare perceptions of inclusion between Saudi and German students using a Perception of Inclusion Questionnaire (PIQ). The samples included 888 students from Saudi Arabia and 699 from Germany. Responses of the fifth and sixth grades’ students in both countries were compared. Descriptive statistics, t-test, and Cohen’s effect size were conducted to analyse the data. In general, Saudi students were more positive about their perception of inclusion in schools; however, Saudi students also showed more tendency to agree with all items in the PIQ, including negative indicators of the level of inclusion. No differences were expressed by either sample for not having a strong desire to go to school, and both expressed strongly positive responses regarding getting along very well with classmates. Students with learning disabilities in both samples reported lower academic self-concept compared with their peers. Recommendations for future research are discussed.
Journal article
Historical review of distance and online education from 1700s to 2021 in the United States: Instructional design and pivotal pedagogy in higher education.
Betts, K., Delaney, B., Galoyan, T., & Lynch, B.
Journal of Online Learning Research & Practice Vol 8, Issue 1, Pages 1-55. https://jolrap.scholasticahq.com/article/26963
Abstract
In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.
Journal article
Examining mental workload in a spatial navigation transfer game via functional near infrared spectroscopy.
Galoyan, T., Betts, K., Abramian, H., Reddy, P., Izzetoglu, K., & Shewokis, P.A.
Brain Sciences Vol 11, Issue 1, Pages 45, https://doi.org/10.3390/brainsci11010045
Abstract
The goal of this study was to examine the effects of task-related variables, such as the difficulty level, problem scenario, and experiment week, on performance and mental workload of 27 healthy adult subjects during problem solving within the spatial navigation transfer (SNT) game. The study reports task performance measures such as total time spent on a task (TT) and reaction time (RT); neurophysiological measures involving the use of functional near-infrared spectroscopy (fNIRS); and a subjective rating scale for self-assessment of mental workload (NASA TLX) to test the related hypothesis. Several within-subject repeated-measures factorial ANOVA models were developed to test the main hypothesis. The results revealed a number of interaction effects for the dependent measures of TT, RT, fNIRS, and NASA TLX. The results showed (1) a decrease in TT and RT across the three levels of difficulty from Week 1 to Week 2; (2) an increase in TT and RT for high and medium cognitive load tasks as compared to low cognitive load tasks in both Week 1 and Week 2; (3) an overall increase in oxygenation from Week 1 to Week 2. These findings confirmed that both the behavioral performance and mental workload were sensitive to task manipulations.
Journal article
Integrative transfer of learning model and implications for higher education.
Galoyan, T., & Betts, K.
The Journal of Continuing Higher Education Vol 69, Issue 3, Pages 169-191, https://doi.org/10.1080/07377363.2020.1847970
Abstract
Transfer of knowledge, skills, and experience is critical in an increasingly competitive knowledge-based global economy. Research indicates major issues relating to transfer of learning, including (a) the complex nature of transfer, (b) the multiple variables affecting transfer, and (c) the limited knowledge of instructional methodologies for facilitating transfer across disciplines and learning environments. An integrative literature review was conducted to analyze the conceptualizations of transfer of learning across disciplines, as well as to examine the traditional and contemporary models along with taxonomies of transfer. This article proposes a new Integrative Transfer of Learning (ITL) model that aggregates four broad transfer dimensions, specifically (a) task, (b) personal, (c) context, and (d) pedagogical dimensions. This ITL model provides a comprehensive conceptual framework for researchers, instructors, and instructional designers interested in transfer of learning across learning environments, including online, blended, and onsite, for preparing a diverse higher education student population for a complex and advancing workforce.
Journal article
Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach
Neethling, M., & Nel, M.
South African Journal of Education Vol 41, Issue 4, Pages 1-12, https://doi.org/10.15700/saje.v41n4a1942
Abstract
In this article we combine Boyer’s 4 domains of scholarship with Hutchings’ 4 types of questions and Ghaye, MelanderWikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman’s (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers’ experience in classroom contexts. Qualitative data were collected in an action learning set (ALS) consisting of distance learning in-service teachers enrolled in a learning support programme through purposeful discussions, reflective diaries, observations, and openended reflective learning questionnaires. In the research reported on here we found that collaborative partnerships initiated scholarly thoughts and actions when sharing and evaluating insights during the research process, which resulted in building on learning that has been gained together. The findings point to the need for collaboration between lecturers and students to develop an awareness to not only take knowledge from one another to create theories about how they should deal with problems but rather to jointly become reflective collaborative scholars to address the theory-practice gap.
Journal article
The impact of social behavior and peers’ attitudes toward students with special educational needs on self-reported peer interactions.
Schwab, S., Lehofer, M., & Tanzer, N.
Frontiers in Education Vol 6, Issue 561662, Pages 1-9. https://doi.org/10.3389/feduc.2021.561662
Abstract
According to the literature, social participation (e.g., peer interactions) of students diagnosed with special educational needs (SEN) has to be focused upon as they are at a higher risk of being socially excluded compared to students without SEN. Research has pointed out that social participation of students with SEN is influenced by their own social behavior as well as the attitudes of peers with no SEN toward them. The present study assessed the impact of the social behavior of students diagnosed with SEN (n = 88; 48 boys and 40 girls) as well as that of the attitudes of their peers without SEN (n = 227; 139 boys and 153 girls) toward them on the social participation. Results indicated that students without SEN were less likely to interact with their classmates with SEN. Peer interactions of students with SEN were not significantly influenced by their own social behavior.
Journal article
Psychometric properties and Rasch validation of the teachers’ version of the Perception of Resources Questionnaire.
Alnahdi, G.H., Goldan, J., & Schwab S
Frontiers in Psychology Vol 12, Issue 633801, Pages 1-10. https://doi.org/10.3389/fpsyg.2021.633801
Abstract
Research indicates that the perception of available resources is a key factor for the implementation of inclusive education. Regarding the teachers, a relatively high level of perceived personnel and physical resources is associated with more positive attitudes toward inclusive education and experiencing a higher level of self-efficacy. Thus, this study aims to examine the psychometric properties of the teacher version of the Perceptions of Resources Questionnaire (PRQ-T). Data were collected from a sample of 1,078 in-service teachers in Austria. Different statistical analyses were used, including Rasch analysis and confirmatory factor analysis. The results indicated good psychometric properties of the PRQ-T regarding internal consistency measured by person separation index (PSI) and construct validity by both confirmatory factor analysis and the Rasch analysis. Moreover, the findings supported that the PRQ-T is a two-factor scale to measure teachers’ perceptions of personnel and physical resources in inclusive education. Further studies with different samples are necessary to confirm the findings.
Journal article
Factors associated with teachers’ use of inclusive teaching practices among in-service teachers.
Schwab, S., & Alnahdi, G.H.
Journal of Special Needs Education Pages 1-10. https://doi.org/10.1111/1471-3802.12492
Abstract
Applying the ‘theory of planned behaviour’ to teachers’ actions in the classroom, it can be assumed that teachers’ positive attitudes towards inclusive education and high self?efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers’ use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in?service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS?T). Results showed that teachers had high self?perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers’ attitudes and self?efficacy were associated with inclusive teaching practices; and self?efficacy predicted teachers’ use of inclusive teaching practices.
Journal article
Teacher efficacy predicts teachers’ attitudes towards inclusion: A longitudinal cross-lagged analysis.
Savolainen, H., Malinen, O., & Schwab, S.
International Journal of Inclusive Education Pages https://doi.org/10.1080/13603116.2020.1752826
Abstract
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A total of 1326 teachers from Finish schools participated in an electronic survey. Teachers’ self-efficacy beliefs were assessed five times and attitudes (attitudes and concerns subscale) three times over three years. The outcomes indicated that both constructs are relatively stable over the measured period. Moreover, self-efficacy had a positive effect over time on both types of attitudes but not vice versa. This cross-lagged relationship was stronger between efficacy and concerns. These results were similar between male and female respondents and between novice and expert teachers. This implies that increasing teacher efficacy for inclusive practices is likely to change their attitudes toward positive direction. Implications for developing inclusive education and teacher education are discussed.
Journal article
Peer and teacher student relationships and the associations with depression.
Schwab, S., & Rossmann, P.
Educational Studies Vol 46, Issue 3, Pages 302-315
Abstract
The present study focuses on the association between peer integration and the development of depressive symptoms in secondary school students. A sample of 393 7th grade students (194 boys, 199 girls, mean age = 13.38 years, SD = 0.85) was recruited from 25 secondary schools in Austria. Of these students, 34 were diagnosed as having special educational needs. The screening version of the depression questionnaire DTK-II and the subscales “social relationships” and “perceived appreciation by the teacher” from the FEESS 3–4 were used for assessment. Structural equation modeling shows that negative teacher-student relationships predict both poor peer integration and depressive symptoms. Teacher-student relationships in schools have an impact on the peer integration as well as on the mental health of students.
Journal article
Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources.
Paseka, R., & Schwab, S.
European Journal of Special Needs Education Vol 35, Issue 2, Pages 254-272. https://doi.org/10.1080/08856257.2019.1665232
Abstract
Inclusive education often refers to a school model wherein students with special needs (SEN) spend most of their school time with students without special needs. According to literature, for the implementation of inclusion, the attitudes towards inclusive education as well as the perception of inclusive teaching practices and resources are important factors. Within this paper, these three aspects are examined from the parents’ view. Data from a representative nationwide German survey (JAKO-O) in which 2000 parents participated was investigated. The data was collected using digitally recorded semi-structured telephone interviews. Descriptive results showed that parents’ attitudes towards the inclusion of a student with a physical disability or learning disability were rather positive, while the attitudes towards students with behavioural disorders or mental disabilities were rather neutral. According to the teaching practices, parents, whose children attend an inclusive class (with at least one student with SEN in the class) perceive more inclusive practices (e.g. teachers recognise the students’ strengths and support them) compared to parents whose children attend a regular class (where not a single student with SEN is included). However, no differences concerning resources are perceived by parents with children attending either inclusive or regular classes. Further, results of regression analysis indicate that the predictors for parents’ attitudes towards inclusive education depend on the specific type of disability.
Journal article
High performance learning: Towards a theory for optimising potential in multi-cultural education contexts.
Grosser, M.M. & Nel, M.
In L.E. van Zyl & S. Rothmann (Eds.), Theoretical approaches to multicultural positive psychology interventions. Vol 1, Pages 299-324. Cham, Switzerland: Springer.
Abstract
Framed within the global philosophy and practice of inclusive education, this chapter aims to explore a theoretical perspective for optimising learning potential in multi-cultural education contexts. Although multi-cultural education is embraced around the world, it appears that only restricted advancements have been made to achieve viable effects. To offer a potential solution for the aforementioned, the chapter firstly elaborates on the conceptualisation of multi-cultural education as the holistic development of potential and critical abilities (skills, attitudes, values, dispositions) of all students (not only marginalized groups) regardless of their differences. Sec- ondly, High Performance Learning (HPL) Theory that builds on the advances of Human Capital Theory, Positive Education, Growth Mind-Set Theory, Neuroscience and Social Constructivist Learning Theory is scrutinised to identify beneficial, practical pathways for achieving higher levels of human potential, and enabling all students to benefit from positive education interventions in multi-cultural contexts.
Journal article
Social participation of students with special educational needs
Schwab, S., Nel, M., & Hellmich, F.
European Journal of Special Needs Education Vol 33, Issue 2, Pages 163-165
Abstract
The social participation of students with special educational needs (SEN) is currently gaining increasing attention in research. This is reflected in recent events such as the ‘Mini-conference on Social Inclusion of Students with Disabilities in General Education’ which has been organised by Professors Anke de Boer and Katja Petry in spring 2017 at the University of Groningen (the Netherlands) where many international researchers shared their research on this topic. Furthermore, a special issue on the social and emotional development of students with SEN in inclusive and exclusive settings has also been published in a German-language journal which was guest edited by Miller, Streese, and Schwab (2016). In order to provide an opportunity for larger international exposure to this topic one of the editors, Susanne Schwab, decided to search for an international journal to edit a special issue, specifically on the social participation of students with SEN. Over the last decades, publications focusing on social participation of students with SEN has also grown substantially within the European Journal of Special Needs Education. Consequently, the editors of the journal were kind enough to grant a special issue. The editors included Susanne Schwab (Germany), Mirna Nel (South Africa) and Frank Helmich (Germany). Within this special issue, we aimed to highlight the importance of research on social participation of students with SEN, enhance the available literature and encouraged researchers to fill actual gaps in research.
Journal article
Voices from the field: Early childhood education in South Africa
Nel, M.
Young Exceptional Children
Abstract
Journal article
Making meaning of inclusive education: Classroom practices in Finnish and South African classrooms.
Engelbrecht, P., Savolainen, H., Nel, M., Koskela, T. & Okkolin, M-A.
Compare: A Journal of Comparative and International Education Vol 47, Issue 5, Pages 684-702
Abstract
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms.
Journal article
Fostering self-regulated learning: From clinical to whole class interventions.
Hessels-Schlatter, C., Hessels, M.G.P., Godin, H., & Spillmann-Rojas, H.
Educational and Child Psychology Vol 34, Issue 1, Pages 110-125
Abstract
We describe the theoretical model underlying our interventions in metacognition and self-regulated learning (SRL). Our studies are the only ones in which all SRL components are trained in various learning domains and transfer between these domains is explicitly addressed, and that use both offline and online measures to evaluate the effects of the intervention. Pre-experimental and quasi-experimental studies in regular classes were conducted. Offline and online measures were used to evaluate the effects of the interventions. Self-regulated learning can be enhanced in students with learning difficulties and intellectual disabilities, as well as in typically developing students. Improved SR behaviours are accompanied by improved academic performance. Typical problems associated with data collecting using questionnaires (offline) were encountered. On the other hand, online measures require an important investment of resources. Therefore, the number of participants was limited in the observational studies, which makes generalisation more difficult. Furthermore, it must be acknowledged that quasi-experimental studies are difficult to realise in a natural context. Interventions based on metacognition and self-regulated learning can be effectively implemented in various natural settings. The results of our first series of studies are very positive, but more studies with control groups and delayed post-test to assess maintenance of the learned skills are needed.
Journal article
The impact of contact on students’ attitudes towards peers with disabilities.
Schwab, S.
Research in Developmental Disabilities Vol 60, Pages 160-165
Abstract
This study aimed to understand the relationship between contact with peers with Special Educational Needs (SEN) and students’ attitudes towards their peers with SEN, by examining the inter-group contact theory in regular and inclusive classes. A total of 463 students in 8th grade, with a mean age of 14.42 years, from 25 secondary school classes in Styria(Austria) completed a self-report questionnaire regarding their contact with peers with SEN and their attitudes towards peers with disabilities. Contact was indicated by nominations for joint activities and examined in inclusive and regular classes. The German short version of the Chedoke-McMaster Attitudes towards Children with Handicaps scale (CATCH; Schwab, 2015b; Rosenbaum et al., 1986) was used to measure students’ attitudes towards peers with learning disabilities and emotional disorders. Students with SEN are less frequently nominated by their peers for joint activities, such as working together on a school project. Students from inclusive and regular classes did not differ in their attitudes towards peers with SEN. However, those students who nominated at least one peer with SEN for a joint activity had more positive attitudes towards peers with disabilities. Freely choosing contact with a peer with SEN was associated with more positive attitudes towards disability while simply attending the same class may have no effect or even a negative impact on students’ attitudes.
Journal article
The idealism of education policies and the realities in schools: the implementation of inclusive education in South Africa.
Engelbrecht, P. Nel, M., Smit, S. & Van Deventer, M.
International Journal of Inclusive Education Vol 20, Issue 5, Pages 520-535
Abstract
Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive education remain questionable. There has been a growing realisation that the advent of democracy was not in itself a sufficient condition for the elimination of historical and structural inequalities in education with as recurring theme the dissonance between the government’s socio-political imperative for change and economic realities. This article focuses on the development of policy and guidelines on inclusive education in dynamic interaction with the complexity of realities in South African schools with a special focus on the policy recommendations regarding the development of full-service schools. The constant comparative analysis of the two phased case study of a full-service school in a rural town revealed interesting results illustrating the complexities regarding the implementation of inclusive education and the challenges and opportunities in bridging the gap between the idealism of policies and the realities in schools.
Journal article
An appreciation of learning disabilities in the South African context.
Nel, M. & Grosser, M.M.
Learning Disabilities: A Contemporary Journal Vol 14, Issue 1, Pages 79-92
Abstract
It is important that any education system should secure the provision of quality education to a diverse learner population. The development of Education White Paper Six (EWP6) special needs education, building an inclusive education, and training system (SA, 2001), reflects the South African government’s commitment towards the development of an inclusive education system that would enable all learners to realize their potential. This article provides insight into the unique initiatives aimed at translating the EWP6 policy ideals that recognize the needs, and rights of all learners, including those with learning disabilities in the South African context, into practice. In addition, the article elucidates the etiology, epidemiology, and processes for diagnosing, assessing, and supporting learners with learning disabilities, and concludes with a brief reference to challenges that could stifle the provision of quality education for learners with learning disabilities.
Journal article
Challenges experienced by district-based support teams in the execution of their functions in a specific South African province.
Makhalemele, T., & Nel, M.
International Journal of Inclusive Education Vol 20, Issue 2, Pages 168-184
Abstract
This article reports on the findings of an embedded mixed-method South African study that investigated the challenges experienced by District-Based Support Team (DBST) members in the sub-directorate of Inclusive Education of a South African province in the execution of their functions. A Likert-scale questionnaire and individual semi-structured interviews were used in the study. The findings showed that the participants experienced a variety of challenges in effectively executing their functions. These challenges included the ineffective integration of Special Schools as Resource Centres into the DBSTs, poor availability of infrastructure, equipment, human and physical resources, insufficient collaboration with the national department of education, a lack in adequate training of DBST members and an insufficient awareness of the role that they play in school communities.
Journal article
Predicting a high rate of self-assessed and parent-assessed peer problems: Is it typical for students with disabilities?
Schwab, S., Gebhardt, B., Hessels, M.G.P., & Nusser, L.
Research in Developmental Disabilities Vol 49-50, Pages 196-204
Abstract
Journal article
Enacting understanding of inclusion in complex contexts classroom practices of South African teachers
Engelbrecht, P., Nel, M. Nel, N. M. & Tlale, L. D.
South African Journal of Education Vol 35, Issue 3, Pages Art. # 1074, 10 pages
Abstract
While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the teachers in the classroom. The main purpose of this paper was to develop a deeper understanding of a group of South African teachers’ personal understanding about barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in their classrooms. A qualitative research approach placed within a cultural-historical and bio-ecological theoretical framework was used. The findings, in this paper, indicate that the way in which teachers understand a diversity of learning needs is based on the training that they initially received as teachers, which focused on a deficit, individualised approach to barriers to learning and development, as well as contextual challenges, and that both have direct and substantial effects on teachers’ classroom practices. As a result, they engage in practices in their classrooms that are less inclusive, by creating dual learning opportunities that are not sufficiently made available for everyone, with the result that every learner is not able to participate fully as an accepted member of their peer group in all classroom activities.
Journal article
The critical thinking dispositions of prospective Mathematics teachers at a South African university: New directions for teacher training.
Kloppers, M., & Grosser, M.M.
International Journal of Educational Science Vol 7, Issue 3, Pages 413-427
Abstract
The researchers report on findings obtained by means of a sequential, explanatory, mixed-method study with a convenient and purposefully selected group of second-year Mathematics students at a South African university (n = 29). Using a self-developed questionnaire, the researchers profiled how important students perceive critical thinking dispositions to be in Mathematics. Further, narratives focused on understanding the factors that may influence these perceptions. The findings revealed that dimensions of inquisitiveness, judiciousness, open-mindedness, systematicity, truth seeking, analyticity and confidence appear to require encouragement. In particular, the factors that influenced the perceptions of the students centred on classroom-related issues.
Journal article
South African teachers’ views of collaboration in inclusive education.
Nel, M., Engelbrecht, P., Nel, N.M. & Tlale, D.
International Journal of Inclusive Education Vol 18, Issue 9, Pages 903-917
Abstract
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The ?ndings indicate that educators still believe that they are not adequately trained and skilled to play an equal role in a collaborative partnership and prefer to rather refer learners experiencing barriers to learning to other support structures and professionals for support.
Journal article
South African teachers’ views of collaboration in inclusive education.
Nel, M., Engelbrecht, P., Nel, N.M. & Tlale, D.
International Journal of Inclusive Education Vol 18, Issue 9, Pages 903-917
Abstract
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The ?ndings indicate that educators still believe that they are not adequately trained and skilled to play an equal role in a collaborative partnership and prefer to rather refer learners experiencing barriers to learning to other support structures and professionals for support.
Journal article
Improving some cognitive functions, specifically executive functions, in grade R-learners.
Esterhuizen, S.M. & Grosser, M.M.
South African Journal of Childhood Education Vol 4, Issue 1, Pages 112-130
Abstract
This study established the effects of a researcher-developed curriculum-based intervention programme. The intervention was grounded on principles of Feuerstein’s ideas about ‘mediated learning’. The aim of the intervention was specifically to address children’s executive functions, which are generally regarded as prerequisites for cognitive development. We studies a selected group of South African grade R learners (n = 20). A quasi-experimental design was employed to collect quantitative data on rotational basis from experimental groups A and B, by means of dynamic assessment with the Children’s Inferential Thinking Modifiability (CITM) test during pretest, posttest and delayed post-test occasions. The test data was intended to elicit the extent to which the intervention that had focused on enhancing executive functions had contributed to the participants’ application of cognitive and metacognitive skills and strategies. Qualitative data captured participants’ application of cognitive processes in the input, elaboration, and output phases of the designed learning process, as well as the characteristics of their inhibitory control functions. A striking finding was the improvement noted in the children’s application of the following executive functions, namely working memory, cognitive flexibility and inhibitory control.
Journal article
The effect of cooperative learning on the thinking skills development of Foundation Phase learners.
Booysen, R. & Grosser, M.
Education as Change Vol 18, Issue 1, Pages 47-72
Abstract
We report on the findings obtained from a mixed-method study conducted in South Africa with a conveniently and purposively selected sample of 60 Grade 3 learners and their two teachers. The aim was to establish the thinking skills development of the learners and to determine the merits of a curriculum-based cooperative teaching and learning intervention programme for enhancing and/or improving the thinking skills of the learners. Quantitative data were collected by means of pre- and post-testing, as well as by means of structured observations during the fifteen-week implementation period of the intervention. Qualitative data were collected by means of semi-structured interviews with the teachers and focus group interviews with the learners. The research findings have significant implications for enhancing teaching practice in the Foundation Phase to improve thinking skills by means of a cooperative teaching and learning approach.
Journal article
South African teachers' views of collaboration within an inclusive education system.
Nel, M., Engelbrecht, P., Nel, N. & Tlale, D.
International Journal of Inclusive Education
Abstract
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The ?ndings indicate that educators still believe that they are not adequately trained and skilled to play an equal role in a collaborative partnership and prefer to rather refer learners experiencing barriers to learning to other support structures and professionals for support.
Journal article
The relationship between the critical thinking skills and the academic language proficiency of prospective teachers.
Grosser, M. & Nel, M.
South African Journal of Education Vol 33, Issue 2, Pages 1-17
Abstract
Journal article
How cultural histories shape South African and Finnish teachers’ attitudes towards inclusive education: A comparative analysis.
Engelbrecht, P., Savolainen, H., Nel, M., & Malinen, O.
European Journal of Special Needs Education
Abstract
Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own de?nition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could bene?t both countries.
Journal article
