Education Association of South Africa (EASA)
SAJE: Vol 19(3)
Executive summaries of the South African Journal of Education focus on issues with direct or implied consequences for education policy and are presented to decision-makers and other stakeholders in education with the compliments of the editorial committee.
• Failure and success: a critical literature review of gendered performance of black adolescent girls in South African schools
• Description of a functional conceptual model for effective curriculum dissemination and implementation (in Afrikaans)
• Predictors of scholastic achievement: IQ, self-concept, time concept, and background characteristics
• Opportunities in the secondary school for accepting responsibility (in Afrikaans)
• Experience and parental guidance needs of parents of children with Asperger syndrome: an educational psychology perspective (in Afrikaans)
• Burnout in female educators
• Indiscriminate advancement and the matric pass rate
• Professional development: a key to school improvement
• The impact of educational change on the work life of South African teachers (in Afrikaans)
• Measuring the self-concept of Sotho-speaking primary school learners (in Afrikaans)
• The possible role of special schools in inclusive education
• Matriculants and the legalization of abortion (in Afrikaans)
• Secondary school students' perceptions of their teachers
1. Failure and success: a critical literature review of gendered performance of black adolescent girls in South African schools
This article presents a critical analysis of the literature relevant to the phenomenon that although black South African adolescent girls spend more time in school than boys, their aspirations and career paths tend to be limited.
2. Description of a functional conceptual model for effective curriculum dissemination and implementation (in Afrikaans)
AE Carl & CR Hattingh
A model for curriculum dissemination and implementation was evaluated qualitatively by curriculum leaders on different levels. In this model, seven main elements of curriculum management are identified and placed into context. It is also emphasised that curriculum development must be connected directly with effective educational leadership.
3. Predictors of scholastic achievement: IQ, self-concept, time concept, and background characteristics
CPH Myburgh, RC Grobler & L Niehaus
Self-concept and time concept are the basis of almost all human achievement and these two basic human abilities could therefore be utilised to predict scholastic achievement. An empirical investigation was done to investigate the significance of IQ, self-concept, time concept and background characteristics in predicting and explaining scholastic achievement.
4. Opportunities in the secondary school for accepting responsibility (in Afrikaans)
JP Daffue, CPH Myburg & JC Kok
It is generally accepted that the young adult, when he or she leaves school, will show the ability to accept responsibility. This, however, is not always the case. This article examines the role of the school and the teacher in the development of a positive self-concept and pupils' acceptance of responsibility by offering them opportunities for responsible action. An empirical investigation was done to establish relevant guidelines.
5. Experience and parental guidance needs of parents of children with Asperger syndrome: an educational psychology perspective (in Afrikaans)
Z du Toit & JC Kok
The Asperger syndrome is a developmental disorder concerning social interaction skills. The impact of the child with this syndrome on the nuclear family was investigated. The findings indicate a dire need for parental guidance.
6. Burnout in female educators
AH van der Linde, PC van der Westhuizen & MP Wissing
The findings of an empirical investigation indicate how female educators from different backgrounds with regard to home language, medium of instruction in their schools, years of experience and the area in which te school is situated, also differ with regard to the degree of burnout they experience. There is concern that burnout in female educators may have a negative effect on the quality of teaching and learning in schools.
7. Indiscriminate advancement and the matric pass rate
This article examines the predictive value of school reports (Grade 6) of learners in schools of the previous Department of Education and Training (DET). The hypothesis that the reports were inflated was based on the observation that many of the entrants with high Grade 6 scores did not get beyond Grade 9 at school. It is concluded that the majority of these DET reports were inflated, which strongly suggests that indiscriminate advancement occurred at DET schools.
8. Professional development: a key to school improvement
The South African education system is currently attempting to address the poor culture of teaching and learning in many schools. Unfortunately these endeavours cannot bring about effective change if they do not focus on the people in the system who are regarded as the key to effective improvement and quality in schools. Effective professional development programmes require a thorough analysis of training needs in the organisation. A framework for designing professional development programmes in institutions is provided.
9. The impact of educational change on the work life of South African teachers (in Afrikaans)
JJ Booyse & CH Swanepoel
The inadequate attention directed at the impact of change on the various dimensions of a teacher's work life appears to be a serious oversight. The authors have been participating since 1995 in an international research project directed at understanding how different types of educational change alter teachers' work lives and how these alterations influence teachers' dispositions towards educational change.
10. Measuring the self-concept of Sotho-speaking primary school learners (in Afrikaans)
JG le Roux
A self-concept scale was developed for Grade 5, 6 and 7 Sotho learners in primary school. The results indicate inter alia that primary school Sotho girls have a higher self-concept than boys. The importance of self-concept ratings in rendering educational assistance is indicated.
11. The possible role of special schools in inclusive education
R Hall & P Engelbrecht
Special schools, as expert centres in adapting instruction and intervention strategies, could have a pivotal role to play in an inclusive education system in South Africa. This study explores this role by an analysis of the comments of special school educators on inclusive education, as well as interviews with role-players and experts on inclusive education. The results indicate a need for special and mainstream educators to collaborate on the optimal use of the unique skills of special school educators.
12. Matriculants and the legalization of abortion (in Afrikaans)
The reaction of matriculants to the legalization of abortion was investigated shortly after the law was enacted. Respondent views differed considerably, depending on the language, gender, religious, age and social groups they belonged to. Respondents displayed inadequate knowledge about abortion. The majority felt that a referendum on the issue should have been conducted.
13. Secondary school students' perceptions of their teachers
MR Masutha & CJ Ackermann
Students' perceptions of their teachers' behaviour and attitude towards them may have a major influence on their scholastic performance. In this study the perceptions of a group of grade 11 and 12 students from eight secondary schools situated in the rural areas of the former Venda in the Northern Province were investigated. It was evident from the results that most of these students perceived their teachers as having no interest in them and their schoolwork, as manifested in a general lack of encouragement.