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Content and trends in inclusion research in South African community educational psychology : a South African journal review
Thesis (MEdPsych)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613950423597056 |
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| access_status_str | Open Access |
| author | Keet, Albertus Daniel |
| author2 | Carolissen, Ronelle |
| author_browse | Carolissen, Ronelle Keet, Albertus Daniel |
| author_facet | Carolissen, Ronelle Keet, Albertus Daniel |
| author_sort | Keet, Albertus Daniel |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/110004 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:17.380Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/110004 Content and trends in inclusion research in South African community educational psychology : a South African journal review Keet, Albertus Daniel Carolissen, Ronelle Stellenbosch University. Faculty of Education. Educational Psychology. Inclusive education -- Research -- South Africa Educational psychology -- South Africa Community psychology -- South Africa UCTD Thesis (MEdPsych)--Stellenbosch University, 2021. ENGLISH SUMMARY : The content and trends in research are regarded as an important area of research as they can give an indication of the movement and content of a specific field. In this study, the content and trends in community educational psychology were explored through the lens of inclusion. A content analysis was conducted to explore the content and method trends in articles published in three prominent South African journals between 2013 and 2017. The current study was part of a larger study that investigated most recent published research on inclusion in educational contexts in a set of 15 selected well established English language South African and international educational psychology, education and psychology journals. The journals included in the total sample were Perspectives in Education, South African Journal of higher education, Journal of Education, Education as Change, Journal for Psychology in Africa, South African journal of psychology, Journal of special education, Educational research, British journal of educational studies, School psychology international, International journal of educational psychology, School psychology review, International journal of inclusive education, British journal of educational psychology, and the British journal of special education. In the current study the 3 journals selected were the South African Journal of Psychology, Journal of Education and Education as Change. The main reason for focusing on these journals are that they are well established South African education and psychology journals. A total of 11 of 469 articles met the criteria. No articles in the South African Journal of Psychology contained the keywords “inclusion” or “inclusive education”. The main trends that were identified were social justice and development. The social justice theme comprised the subthemes inclusion, exclusion, transformation, equity, diversity and inclusive education. Equity and diversity were identified as themes that were not prevalent in previous research. The development subtheme comprised teacher development, curriculum development, policy development and legislation. The focus on development, in particular curriculum and teacher development complemented previous research. Research design trend analysis found that qualitative methodologies and mixed methodologies were predominant. No articles used in this study contained quantitative methodology only. This trend is in line with previous research that has indicated that the focus is shifting from quantitative to qualitative and mixed methodological studies. Previous research has revealed the importance of mixed methodology based on the complexity and diversity of inclusive education research. The findings in this study show that the research focus in educational psychology is on policy development and social justice. Knowledge production is therefore focused on the creation and development of policies. It is, however, notable that such research focusses mainly on policy development and lacks policy evaluation in which the efficacy of these policies is considered. Limitations of this study included the small number of journals explored. An increase in the number of journals may lead to a wider base of information. AFRIKAANSE OPSOMMING : Die inhoud en tendense in navorsing word as ‘n belangrike aspek van navorsing beskou omdat dit ‘n aanduiding kan gee van die beweging in en die inhoud van die spesifieke veld. In hierdie studie is die inhoud en neigings in gemeenskapsopvoedkundige sielkunde deur die lens van insluiting ondersoek. ’n Ontleding van die inhoud is gedoen om die inhoud en metodologiese tendense tussen drie prominente Suid-Afrikaanse joernale tussen 2013 en 2017 te ondersoek. Die joernale het die South African Journal of Psychology, die joernaal Education as Change, en die Journal of Education, ingesluit. Uit die 469 artikels wat ontleed is, het 11 artikels aan die kriteria voldoen. Geen artikels in die South African Journal of Psychology het die woorde “insluiting” of “insluitende opvoeding” bevat nie. Die vernaamste neigings wat geïdentifiseer is, het egter maatskaplike geregtigheid en ontwikkeling ingesluit. Die maatskaplike regstema is saamgestel uit subtema’s wat insluiting, uitsluiting, transformasie, gelykheid, diversiteit en insluitende opvoeding bevat het. Billikheid en diversiteitstema’s is geïdentifiseer as temas wat nie algemeen in vorige navorsing voorgekom het nie. Die ontwikkelingsubtema het bestaan uit onderwysers-, beleidsontwikkeling en wetgewing. Die fokus op ontwikkeling, veral kurrikulum- en onderwysersontwikkeling, het vorige navorsing wat gedoen is ondersteun. Metodologiese analise het bevind dat kwalitatiewe en gemengde metodes die algemeenste gebruik is. Geen artikels in hierdie studie het slegs kwantitatiewe metodologie bevat nie. Dit is ook in pas met vorige navorsing wat aangedui het dat die fokus van kwantitatiewe na kwalitatiewe en gemengde metodologiese neigings verskuif. Vorige navorsing het ook gedui op die belangrikheid van gemengde metodologie wat gegrond is op die kompleksiteit en diversiteit van inklusiewe opvoedkundige navorsing. Die bevindinge van hierdie studie dui daarop dat die navorsingsfokus in opvoedkundige sielkunde op beleidsontwikkeling en maatskaplike geregtigheid val. Die produksie van kennis word dus gefokus op die skepping en ontwikkeling van beleid. Dit is opvallend dat die navorsing hoofsaaklik fokus op beleidsontwikkeling en dit wil voorkom asof daar ‘n tekort is aan beleidsevaluering waarin die doeltreffendheid van hierdie beleide oorweeg word. Beperkings van hierdie studie sluit in die beperkte aantal joernale wat ondersoek is. ’n Vermeerdering in die getal joernale kan leiding gee tot ‘n breër inligtingsbasis. Masters 2021-02-24T09:32:40Z 2021-04-21T14:35:55Z 2021-02-24T09:32:40Z 2021-04-21T14:35:55Z 2021-03 Thesis http://hdl.handle.net/10019.1/110004 en_ZA Stellenbosch University x, 91 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Inclusive education -- Research -- South Africa Educational psychology -- South Africa Community psychology -- South Africa UCTD Keet, Albertus Daniel Content and trends in inclusion research in South African community educational psychology : a South African journal review |
| title | Content and trends in inclusion research in South African community educational psychology : a South African journal review |
| title_full | Content and trends in inclusion research in South African community educational psychology : a South African journal review |
| title_fullStr | Content and trends in inclusion research in South African community educational psychology : a South African journal review |
| title_full_unstemmed | Content and trends in inclusion research in South African community educational psychology : a South African journal review |
| title_short | Content and trends in inclusion research in South African community educational psychology : a South African journal review |
| title_sort | content and trends in inclusion research in south african community educational psychology a south african journal review |
| topic | Inclusive education -- Research -- South Africa Educational psychology -- South Africa Community psychology -- South Africa UCTD |
| url | http://hdl.handle.net/10019.1/110004 |
| work_keys_str_mv | AT keetalbertusdaniel contentandtrendsininclusionresearchinsouthafricancommunityeducationalpsychologyasouthafricanjournalreview |