Systematic reviews of research in basic education in South Africa / Felix Maringe (editor).

Format:

Book

Contributor:

Maringe, Felix, editor.

Language:

English

Subjects (All):

Basic education--South Africa.

Basic education.

Physical Description:

1 online resource (292 pages)

Edition:

First edition.

Place of Publication:

[Place of publication not identified] : Sun Press, 2021.

Summary:

Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa.

Contents:

Intro

Contributors

Chapter 1

Systematic reviews in basic education in South Africa: The gold standard of evidence for educational decision-making

Felix Maringe and Otilia Chiramba

Abstract

Introduction and context

What are systematic reviews?

Types of systematic reviews

Systematic reviews: Approaches and purposes

Key steps in conducting a systematic review

The context of education under apartheid

Post-apartheid educational reform: Successes and failures

The need for education improvement

The role of education in development

Contribution of the education sector to development

Hierarchies of knowledge from research

The Quantitative/Qualitative debate

A synopsis of chapters in the book

References

Chapter 2

Interventions to improve learner achievement in South Africa: A systematic meta-analysis

Neissan Alessandro Besharati, Brahm Fleisch and Khotso Tsotsotso

Introduction

Challenges in evaluating education interventions

Method

Results

Discussion

Chapter 3

The impact of poverty on basic education in South Africa: A systematic review of literature

Vitallis Chikoko and Pinkie Mthembu

Methods

Understanding the term 'poverty'

Highlights of the education-poverty interface

Poverty as a trigger for self-emancipation

Learning from the evidence

Conclusion

Chapter 4

Review and evaluation studies of school effectiveness and improvement in South Africa: A systematic and critical appraisal

Francine de Clercq and Yael Shalem

International lens on school effectiveness and improvement research

Historical lens on school effectiveness and improvement research in South Africa.

Eight review and evaluation studies: What do they tell us about school effectiveness and improvement factors, accountability and support?

In search of a theory: Importance and role of theories of schooling and learning

Conclusion: Towards new theories?

Chapter 5

Research on school leadership in South Africa: A systematic review

Tony Bush and Derek Glover

Policy on school leadership

Leadership styles and models

Leadership roles in South African basic education

School management teams

Curriculum management and instructional leadership

Management of finance and resources

School governance

Leadership and management of people

Leadership and diversity

Leadership culture and structures

Leadership and student outcomes

Leadership preparation and development

Research gaps

Implications and conclusion

Chapter 6

A Systematic review of trends in teaching and learning research in South African schools

Dr Laura Dison and Dr Alison Kearney

Methodology

Emergent themes

Socio-economic conditions affecting learning and teaching

Culture of teaching and learning in schools

Effects of curriculum change

Teacher activities

Learner-centred approaches to teaching and learning

Chapter 7

Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education

Elaosi Vhurumuku

Purpose of the review

Effective teacher professional development

Teaching effectiveness

Conclusions and recommendations

Chapter 8

Dealing with difference: A scoping review of disability in education in South Africa.

Judith McKenzie, Brian Watermeyer (Disability Studies Division, Department of Health and Rehabilitation Sciences, University of Cape Town), and Kyla Meyerson (Desmond Tutu TB Centre, Department of Paediatrics and Child Health, Stellenbosch University)

Background and rationale

Aims and objectives of the chapter

Methodological approach

Thematic categories

Conclusions

Chapter 9

Research on mathematics teacher knowledge in Southern Africa: A 2010-2018 systematic review

Judah P. Makonye

Problem Scoping: Mathematics teacher knowledge problem in South Africa

Mathematics education research in Southern Africa

Methodological approach and data collection

Findings and discussion

Emerging patterns on the number of publications per journal over the period

Trends on research on different MKT domains over the period

Mathematics teacher knowledge research published abroad by Southern African Researchers

Research on errors and misconceptions

Other trends

Who does research on mathematics teacher knowledge? Journal articles and first author affiliation

Summary of strong evidence in the area

Summary of persistent gaps

Recommendations for further research, policy and practice

Further notes

Chapter 10

Systematic literature review of literacy and reading in South Africa

Geeta Motilal

Literacy and reading

Literacy and reading theories frameworks

The South African literacy and reading landscape

Causal factors of literacy and reading challenges

Reading as oral performance

Literacy as a social practice

Role of the family in literacy and reading development

Reading ability and academic performance.

Reading and teacher education in South Africa

Summary of findings

Gaps in literature and implications for future research

Chapter 11

Imperatives for educational improvement in South Africa's basic education system

Evidence from the systematic reviews reported in this book

Key recommendations

Table 1.1 Comparing the racial bases of apartheid education in South Africa (own summary)

Table 1.2 Hierarchies of knowledge from research

Table 2.1 Categories of education interventions

Figure 2.1 Funnel plot SA education meta-analysis

Figure 2.2 Graphical illustration of SA education Multi-Treatment Meta-analysis (MTMA)

Figure 2.3 Regression of effect size on school grade

Figure 2.4 Impact of interventions to improve language abilities

Figure 2.5 Impact of interventions to improve mathematics abilities

Figure 2.6 Impact of interventions to improve science and other FET subjects

Figure 2.7 Impact of LTSM provision

Figure 2.8 Impact of whole school development programmes

Figure 2.9 Impact of government programmes versus academic experiments

Table 4.1 Our own compilation of a summary of effectiveness factors, pressure and support coming from different levels of the education system

Table 7.1 Models of continuous professional development

Figure 7.1 A summary of the literature search and selection procedure (Adapted from Van Lankveld, Schoonenboom &amp

Volman et al., 2017

Bennett et al., 2005 &amp

Bearman, 2012)

Table 7.2 A summary of the main features and characteristics of the reviewed studies

Figure 8.1 Flow chart representing article selection [add in]

Table 9.1 Number of papers from South African universities on PCK and MKT (2010-2018).

Figure 9.2 Frequencies of segments of research on MKT (2010-2018)

Table 9.2 Mathematics Teacher Knowledge Theme Publications by Journal by Southern African Mathematics Education Researchers

Figure 9.3 Number and proportion of articles relating to research on errors and misconceptions in two Southern African mathematics education journals

Figure 9.4 Number of articles on errors and misconceptions research in Pythagoras versus ARJMSTE

Figure 9.5 Number of articles published and first author affiliation in the ARJMSTE journal.

Notes:

Description based on print version record.

Includes bibliographical references.

ISBN:

1-991201-15-X

OCLC:

1249077786