•  Teaching practical Chemistry to Nigerian senior secondary school students through the use of co-operative learning instructional models 

•  Freedom of expression of learners at South African public schools 

•  The impact of reformed books on the educational philosophy of the early Dutch colonists (1652-1795): a preliminary overview 

•  Guidance and counselling in multicultural ex-Model C schools 

•  The differential role of Physical Science and Biology in achieving scientific literacy amongst selected matriculants  - a possible explanation 

•  Using learners= responses to evaluate an educational mathematics web site 

•  Narrative therapy to the sexually abused adolescent (in Afrikaans) 

•  Towards equality through distance education: a higher education case study 

•  A narrative for guidance and counselling to Grade 9 learners from a postmodern perspective (in Afrikaans) 

•  Optimising parental involvement in school activities: problems facing principals 

•  Perceptions and practices of discipline in urban black schools in South Africa

1. Teaching practical Chemistry to Nigerian senior secondary school students through the use of co-operative learning instructional models

KA Alebiosu

The practical aspects of the sciences largely determines the quality of science education. The author was particularly interested in how to enhance the achievement of students in practical Chemistry by the use of co-operative learning instructional models of Student Team Achievement Division (STAD) and Jigsaw II. Results showed the efficacy of the STAD and Jigsaw II co-operative learning instructional models over the conventional teaching method.

2. Freedom of expression of learners at South African public schools

N Wood

nevillew@petech.ac.za

In this article the freedom of expression rights of learners at public schools are addressed. School authorities have an obligation to balance this right of the individual learner against similar or competing rights of other members of the school community. The implications in restricting learners= rights in public schools are briefly examined with reference to case studies in certain other countries, as the South African judiciary has not yet had the opportunity to make definite pronouncements on the operation of this right in the public school system.

3. The impact of reformed books on the educational philosophy of the early Dutch colonists (1652-1795): a preliminary overview

EJ van Niekerk

vniekej@unisa.ac.za

The research revealed that reformed Christian books and the religious beliefs which are expressed in such books, played a significant role in shaping the Dutch colonists= educational philosophy. These books are therefore indispensable historical research material for attaining a clear understanding of the philosophy of education of the colonists and their descendants. In conclusion, a brief overview is given of the role of religious beliefs in contemporary education and the importance of religious freedom in education.

4. Guidance and counselling in multicultural ex-Model C schools

JL van der Walt, M Grimbeek & JL Marais

jlvdwalt@intekom.co.za

An empirical survey was conducted among all the guidance teachers/counsellors in ex-model C schools in a province of south Africa to determine their opinions about post-apartheid multi-cultural education in their schools, and their attitudes to learners belonging to other cultures. It was found that, while they felt their understanding of the principles of multicultural education could be deemed adequate, a disturbing percentage of respondents still felt prejudiced towards learners belonging to other cultures. It was also found that there is room for improvement in the practical application of these principles.

5. The differential role of Physical Science and Biology in achieving scientific literacy amongst selected matriculants  - a possible explanation

RC Laugksch

laugkschr@unin.unorth.ac.za

A survey of the scientific literacy of selected matriculants at the secondary/tertiary educational interface was done  by comparing Physical Science and Biology students= scores on the three subtests comprising the Test of Basic Scientific Literacy. The study revealed that taking Physical Science in Grade 12, in contrast to Biology, plays a more significant role in the achievement of scientific literacy. This result suggests a number of mechanisms through which Physical Science impacts on the achievement of scientific literacy, inter alia through the greater, more obvious connection between technology and syllabus topics covered in Physical Science.

6. Using learners= responses to evaluate an educational mathematics web site

GJ de Villiers & JC Cronje

devilliersg@postino.up.ac.za

It was decided to evaluate a primary school mathematics web site by investigating learners= responses to it.  A further objective was to investigate whether learners from an urban school respond differently to those from a rural school. The primary research method used was a  user questionnaire. Both groups expressed positive responses to the site. In all the aspects investigated, namely instructional adequacy, cosmetic adequacy, curriculum adequacy, affective aspects, and learners= responses to their own learning, it was found that the web site conformed to acceptable standards. Recommendations for improved practice are made.

7. Narrative therapy to the sexually abused adolescent (in Afrikaans)

JG Maree & DC Kruger

jgmaree@hakuna.up.ac.za

A case study, in which narrative therapy is administered to an adolescent girl who was sexually abused, is presented. The analysis suggests that, in spite of many potential omissions and oversights (which are inevitable), the narrative approach, which does not pay lip service to Atruths@ that are taken for granted, has much to offer in the field of counselling, especially with regard to the sexual abuse of adolescents.

8. Towards equality through distance education: a higher education case study

Y Waghid

yw@maties.sun.ac.za

The achievement of equality through distance education should be linked to the idea of a reflexive practice which allows space for rethinking distance education discourse and dialogism  - a practice necessary to develop accessible, relevant and learner-centred course materials in order that the Aleast transformed@ (amongst the historically disadvantaged students) can become @more transformed@. By focusing on a higher distance education case study, it is shown how a reflective praxis contributes towards initiating equal access.