The Processes of Learning and Teaching Cimbveka: Enhancing Music Education Practices in Primary Schools of the Southern Region of Mozambique by Gove, Joaquim Borges Armando

“…For this study, I took cimbveka to formal education settings with the aim to unveil and to understand its pedagogic potential to music education. …”
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The role of the administrator in the management of data quality in higher education: case study in a health sciences faculty by Simpson, Marquard

“…This reliance on data and information systems has particularly become a feature for student enrolment management systems. …”
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Differentiation and mediation: An investigation in early-grade mathematics pedagogy by Shipman, Megan

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An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs by Scott-Wilson, Rina

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Research utilisation in policymaking : a case study of the Centre for the Study of Higher Education at the University of the Western Cape by Kulati, Tembile

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Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change by Terblanche, Tercia Elaine (du Plessis)

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Social class, pedagogy and achievement in art by Bolton, Heidi

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A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa by Matobako, Setseetso

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Medical students' recognition of core knowledge in a supported problem-based learning curriculum by Slater, Charles

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Pleasure and pedagogic discourse in school mathematics: a case study of a problem-centred pedagogic modality by Davis, Zain

“…The thesis opens with a discussion of a proposition, derived from Bernsteinian studies of curriculum and pedagogy, stating that everyday and academic know ledges are incommensurable, and from which it is claimed that the insistent contemporary attempts at incorporating the everyday into the academic in curricula and pedagogy, under the banner of "relevance," are educationally problematic. Against the Bernsteinian position, a central feature of the "problem-centred approach" is the extensive recruitment of extra-mathematical referents for the purposes of the reproduction of school mathematics. …”
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From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification by Wylie, Janis

“…The Advanced Certificate in Education-School Leadership qualification (ACE-SL) is a post-graduate qualification which focuses on the professional development of the school leader as change agent. …”
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Scripted curriculum and the quest for improving reading for meaning: Conceptions of language and literacy in Malawi's Grade 4 English scripted curriculum and amongst Grade 4 Englis... by Kapito, Patrick Mavuto Stranger Paul

“…A key feature of these programs, in recent times, is the quest to promote reading for meaning through the use of a scripted curriculum. …”
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Conceptualising differentiated forms of knowledge : the Medical (MBChB) curriculum of the University of Cape Town by Louw, Graham

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Multimodal textbook design : analyzing the construction of the discourses of pharmacology by Weiss, Rachel

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Ways of being multilingual in a monolingual state revealing the language ontologies and ideologies of young adult learners in a rural part of France through a language portrait exe... by Rajab, Zaheera

“…Amongst both the native and migrant learners, a very wide range of linguistic resources became evident. Distinctive features of this study included the focus on the vastly differing home and school repertoires and the space of tolerance and reflection which was created amongst learners, allowing learners from the global south to share southern epistemologies of language with their global north peers. …”
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The recruitment and recognition of prior informal experience in the pedagogy of two university courses in labour law by Breier, Mignonne

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Towards a qualitative framework for blending equity and excellence in transforming South African higher education to achieve development by January, Chanaaz Charmain

“…This potential trade-off features extensively in the early theoretical work of Wolpe and Badat and is reflected in subsequent frameworks and policies. …”
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Tacit knowledge in craft pedagogy: a sociological analysis by Gamble, Jeanne

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Opening pandora's box? Desegregation and Transformation in Six Elite Public Schools in the Western Cape Province of South Africa by Gordon, Timothy John

“…The most important findings to materialise are the following: By the end of the study period markedly different levels of learner desegregation - from 29% to 99% learners of colour - were manifest across the sample schools; Despite notable learner desegregation in four schools, the desegregation of the governance, management and educator components in all the sample schools was limited; Three distinct 'eras' surfaced around the schools' desegregatory and transformational trajectories: - an immediate post-1990 period characterised by a preponderant intent to break the legal prohibition on the enrolment of learners of colour, manifesting in the assimilation of the new intake, the preservation of ethos and the perpetuation of traditional approaches; - a second era, encompassing the period 1997 to 2015, characterised by consolidation and conservation; and accompanied by the modulation of race as the critical segregationist criterion through the increasing stratification of schools by class; - a third era, provoked by the pressures of #Fallism and characterised by changing mindsets and approaches to school attributes as divergent as ritual, learner leadership and the provision of bursaries.  The two latter eras saw the commodification of education instilling a change in the provision of schooling as a prescribed public entitlement for residents within reasonable proximity to a school, to a commodity for private consumption aimed at those able to 'purchase' it through a contribution to the school's financial, social or performatory capital.  Whereas historico-political and racial discrimination has not been eradicated from school choice and learner selection processes, the study postulates that levels of desegregation and transformation are also influenced by features of the urban landscape like transport nodes and conduits; catchment area and feeder school demographies; racial configurations in contiguous suburbs; and the social drawing power or 'aura' (Tatar, 1995) of the schools.  Indeed, geographical location emerged as a considerable factor in desegregatory developments in schools. …”
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