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Books > Social sciences > Education > Organization & management of education > General
Gathering unique and thoughtful contributions from leading
international scholars, this timely Research Handbook offers
diverse perspectives on university rankings twenty years after the
first global rankings emerged. It presents an in-depth analysis
that reflects the current state of research on rankings, their
influence and impact. The Research Handbook explores how rankings
and their impacts can be theorized and conceptualized, as well as
the methodological tensions that rankings generate. It further
examines how rankings have affected institutional behaviours and
interacted with the quality agenda in higher education, examining
what rankings mean for equity, teaching and learning, and students.
Chapters also analyse how rankings interact with and accentuate the
geopolitics of higher education, looking ahead to emergent policy
issues and responses to rankings. Higher education researchers,
policy and decision makers as well as rankings followers will find
the critical insights into globalisation and geopolitics, quality
assurance, international comparability and assessment, and student
outcomes and learning in this Research Handbook interesting. It
will also be a useful read for higher education and university
leaders and managers wanting a better understanding of rankings and
their usefulness and challenges.
The constantly changing education landscape demands educators who
will deliver learners to a South African society worthy of the
highest ideals, learners who will, as adults, fulfil their life
roles as citizens and as productive, well-adjusted human beings. By
acquiring the necessary management and leadership knowledge and
skills, educators will be able to realise the ideal of building an
education system that focuses on excellence, is accessible to all
and promotes the development of those entrusted to them. An
educator's guide to school management-leadership skills focuses on
bringing education manager-leaders practical and school-based
directives so that they can deliver quality education to our
nation's learners. An educator's guide to school
management-leadership skills takes a holistic and integrated
approach, set against the backdrop of international successes such
as Finland's road to education transformation according to the PISA
tests. It focuses on the following Developing excellence in
schools: management-leadership discourses in education
Management-leadership tasks in complex school environments Managing
and leading human resources: staff, learners and community
relationships Managing and leading financial, administrative and
ICT matters in education An educator's guide to school management
skills is aimed at students and practitioners in the field of
education.
Die arbeidswetgewing wat betrekking het op die onderwysomgewing is
omvattend en dek 'n groot verskeidenheid aspekte waarmee almal
binne hierdie omgewing op een of ander stadium te doen kry. Waar
daar in die verlede moontlik 'n vae begrip van veral wette en
regulasies ten opsigte van diensvoorwaardes by meeste werknemers in
die onderwys teenwoordig was, is dit nou onontbeerlik om 'n basiese
begrip van alle relevante wetgewing en regulasies wat van
toepassing is, te he. Veral onderwysers kan hulle in die
spreekwoordelike mynveld bevind indien hulle nie seker maak dat
hulle oor die basiese kennis van onderwysreg beskik nie. Dit word
gestaaf deur die talle hofsake, dispute, mediasie, dissiplinere
verhore en die dikwels onaangename implikasies daarvan vir
indiwidue (en hul gesinne) wat voortspruit uit aanklagte teen
oortreders in alle sektore van die onderwys. Wetswysigings na
aanleiding van veranderde omstandighede binne die onderwys, lei tot
die behoefte om voortdurend op die hoogte van die implikasies en
toepassing daarvan te wees. Hierdie dringende behoefte geld nie
alleen vir skoolhoofde nie, maar vir elkeen betrokke by onderwys.
Aan die een kant berus die korrekte toepassing en implementering by
die beheerliggaam en die hoof van 'n inrigting, maar aan die
anderkant raak dit die mense wat daar werksaam is. Die skrywers van
hierdie boek het nie alleen 'n deeglike besef van hierdie
noodsaaklike behoefte nie, hulle spreek dit ook baie effektief aan
deur middel van hulle uiters waardevolle ervaring. Hierdie ervaring
spruit voort uit praktiese betrokkenheid by die onderwys asook
deeglike navorsing op die terrein van onderwysreg. Kennis van al
die aspekte wat in hierdie boek aangespreek word, verbeter
ongetwyfeld die kwaliteit van die onderrig- en leerproses in die
klaskamer - 'n broodnodige doelwit om na te streef. Dit skep ook 'n
veiliger omgewing waarbinne elkeen funksioneer. Persoonlik is ek
baie dankbaar vir die bydrae wat deur middel van hierdie handige
handleiding gemaak word tot die uiteindelike kwaliteit van onderwys
in Suid Afrika. Dr. Jopie Breed President: SAOU
Both in and outside the classroom, a teacher always requires sound
communication skills. In an instructional context, a clear and
expressive voice is the primary mode of communication, and the
teacher is most often the initiator of any written or spoken
message. When the message is not conveyed effectively,
misunderstandings, misconceptions and even situations of conflict
often arise. South African classrooms have become increasingly
diverse and this has complicated communication in the classroom.
Many teachers are faced with the challenge of facilitating learning
in a language generally not spoken by their learners as a home
language. A policy of additive multi- or bilingualism is therefore
encouraged, and as teachers we need to encourage learners to value
their own mother tongue as well as those spoken by others. If
teachers have even a limited knowledge of at least one other
language spoken by their learners, it goes a long way towards
facilitating understanding and better learning. Communication,
culture and the multilingual classroom equips the prospective
teacher with these necessary communication and classroom
literacies. It provides a useful and enriching guide for
interacting with many different people at many different levels in
the learning environment. Additional resources include useful tips
and information on learning and using new words and phrases from
different languages, including units that focus specifically on
Afrikaans, Northern Sotho, Tswana, Zulu and Xhosa.
How to Manage Student Consulting Projects describes the key
principles and tools needed by project advisors to manage student
consulting projects in an academic setting. The authors highlight
different approaches for managing student consulting teams,
including an innovative model in which graduate students manage
undergraduates. This model of experiential learning suggests that
project advisors should include reflection of learning as a key
outcome for any student consulting project. The book also
emphasizes the importance of evaluating both team and individual
performance in a project's overall success, and data are shown on
the positive impact that student teams have had on clients. In
addition to offering strategies that project advisors can use to
improve project performance, the book provides information for
program administrators and deans, as well as project managers in
non-academic settings, to help in the development and running of
project-based learning.
If you are looking for the intersection of past practices, current
thinking, and future insights into the ever-expanding world of
entrepreneurship education, then you will want to read and explore
the fourth edition of the Annals of Entrepreneurship Education and
Pedagogy. Prepared under the auspices of the United States
Association for Small Business and Entrepreneurship (USASBE), this
edited volume covers a broad range of scholarly, practical, and
thoughtful perspectives on a compelling range of entrepreneurship
education issues. The fourth edition spans topics ranging from
innovative practices in facilitating entrepreneurship teaching and
learning inside and outside the classroom, learning innovation,
model programs, to the latest research from top programs and
thought leaders in entrepreneurship. Moreover, the fourth edition
builds on previous editions as it continues to investigate critical
issues in designing, implementing and assessing experiential
learning techniques in the field of entrepreneurship. This
contemporary volume provides insights and challenges in the
development of entrepreneurship education for students, educators,
mentors, community leaders, and more. Annals of Entrepreneurship
Education and Pedagogy - 2021 is a must-have book for any
entrepreneurship professor, scholar or program director dedicated
to advancing entrepreneurship education in the U.S. and around the
world.
If you are looking for the intersection of past practices, current
thinking, and future insights into the ever-expanding world of
entrepreneurship education, then you will want to read and explore
the fourth edition of the Annals of Entrepreneurship Education and
Pedagogy. Prepared under the auspices of the United States
Association for Small Business and Entrepreneurship (USASBE), this
edited volume covers a broad range of scholarly, practical, and
thoughtful perspectives on a compelling range of entrepreneurship
education issues. The fourth edition spans topics ranging from
innovative practices in facilitating entrepreneurship teaching and
learning inside and outside the classroom, learning innovation,
model programs, to the latest research from top programs and
thought leaders in entrepreneurship. Moreover, the fourth edition
builds on previous editions as it continues to investigate critical
issues in designing, implementing and assessing experiential
learning techniques in the field of entrepreneurship. This
contemporary volume provides insights and challenges in the
development of entrepreneurship education for students, educators,
mentors, community leaders, and more. Annals of Entrepreneurship
Education and Pedagogy - 2021 is a must-have book for any
entrepreneurship professor, scholar or program director dedicated
to advancing entrepreneurship education in the U.S. and around the
world.
Student voices in transition reports the experiences of 70 students
who entered university through two national award-winning pathways
at Monash University in Australia and South Africa. It provides
insight into why these students sought university qualifications,
how they adjusted to university study, the challenges they faced
and the rewards they experienced. Their voices confirm that
effectively adapting to university entails more than the
acquisition of new study skills. The challenges faced by commencing
university students, particularly those who have past experiences
of modest academic achievement, extend beyond classrooms into their
social life and sense of identity. The students confirm that it is
in the first year at university that they learn the appropriate
skills, behaviours, attitudes and values necessary to become
successful students and graduates. Curriculum and teaching
practices that cultivate student identities enable them to become
future-focused and optimistic learners, equipped with adaptive
learning strategies and able to build and sustain academic
momentum. Student Voices in Transition contextualises the
experiences of students studying in Australia and South Africa
within recent international research and confirms that many of the
challenges and rewards of adapting to university teaching and
learning practices are generic and similarly experienced
internationally. The student participants provide insights into
what is entailed in coping with competing academic, social and
workplace demands. Their observations and perceptions will be of
interest to commencing students and their families, as well as
university educators and administrators engaged in supporting new
students. Producing graduates who are ethical and engaged citizens,
critically enquiring and work-ready, requires universities to
understand their commencing students and to explain the acquisition
of these attributes. In Australia and South Africa, as in many
other states, higher education policies seek to broaden
participation among underrepresented student groups. Universities
have responded with pathway programmes that attract, prepare and
retain students from increasingly diverse backgrounds. To
effectively equip these students for success in their studies, it
is important to understand how they experience university. Student
voices in transition explores how previously underrepresented
students perceive, experience and learn to successfully adopt
university learning practices.
Aspects of education law provides a comprehensive description and
analysis of the laws that currently inform, prescribe and influence
the activities of educators and education managers, whether on the
sports fields or in the boardroom, at the blackboard or behind a
desk. This revised fourth edition of Aspects of education law
places emphasis on the legal aspects that pertain to learner
misconduct in South African schools, with extended chapters on
human rights and school governance, and has been thoroughly updated
in terms of new legislation and case law. It includes discussions
of the position of the child as legal subject, the educator's duty
of care and the administrative aspects of school management.
Aspects of education law has become an essential resource for
educators, lawyers, members of governing boards and parents, and
all of those who are interested in ensuring high-quality schooling
in South Africa. Previous editions have been hailed as being "among
the highest in the international community" and "a must for
...scholars throughout the world with an interest in comparative
education law" by American academics.
Classroom management is traditionally a matter of encouraging good
behavior and discouraging bad by doling out rewards and
punishments. But studies show that when educators empower students
to address and correct misbehavior among themselves, positive
results are longer lasting and more wide reaching. In Better Than
Carrots or Sticks, longtime educators and best-selling authors
Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical
blueprint for creating a cooperative and respectful classroom
climate in which students and teachers work through behavioral
issues together. After a comprehensive overview of the roots of the
restorative practices movement in schools, the authors explain how
to: Establish procedures and expectations for student behavior that
encourage the development of positive interpersonal skills. Develop
a nonconfrontational rapport with even the most challenging
students. Implement conflict resolution strategies that prioritize
relationship building and mutual understanding over finger-pointing
and retribution. Rewards and punishments may help to maintain order
in the short term, but they're at best superficially effective and
at worst counterproductive. This book will prepare teachers at all
levels to ensure that their classrooms are welcoming, enriching,
and constructive environments built on collective respect and
focused on student achievement.
If you're in education, then you know that while there are many
positives to the profession, it is also facing many challenges.
From planning, to assessments, to internal and external
invigilation, our work/life balance is being tipped in the wrong
direction, and it can be hard to prioritise ourselves on the 'to
do' list. In this context diary-keeping can help us gain insight
into our wellbeing needs and move forward in our lives, both
personally and professionally. This easy-to-use text offers the
reader numerous pathways to help unlock the diary format, from an
overview of diary keeping and why it's important for educator
wellbeing, to simple pragmatic guidance to help make diary keeping
a sustainable part of your practice, and plenty of practical tips,
strategies, and activities for you to try out yourself. The
multifaceted approach it takes - including writing, drawing and
audio recordings - is not only fun and creative, but essential when
it comes to understanding yourself and your own complex needs.
Reimagining the Diary also contains numerous opportunities for you
to reflect on your own wellbeing and how your diary can support you
with getting to know what you need to flourish inside and outside
the classroom. By adopting these small changes, you can start to
address your wellbeing needs and rebalance your work and, more
importantly, your life.
In the modern world, language is the most important tool to succeed
socially, academically and professionally. Since the foundation of
any learning is established in the Foundation and Intermediate
Phases, it is critical that ESL learners who struggle with English
as the LOLT should be supported as early as possible, in order to
ensure that they achieve their optimal learning potential. How to
support English Second Language learners provides a background to
the language-in-education scenario in South African as well as
related theoretical issues on learning in a second language. It
pays special attention to practical support strategies for ESL
learners in the Foundation and Intermediate Phase who experience
barriers to learning with regard to reading, writing, listening and
speaking. Contents include the following: How language, and
specifically how a second language, is acquired; Factors
influencing the learning of a second language in the school-aged
child; Creating a relevant context for language learning; Support
strategies to improve English language proficiency; Literacy
assessments as part of a comprehensive school assessment system.
How to support English Second Language learners is aimed at both
student teachers and teachers already practising in South African
schools today.
Die rol van 'n onderwyser is fundamenteel tot die verwerwing van
die nodige wiskundige vaardighede en kennis wat deel uitmaak van
die kind se vroee en verdere ontwikkeling. Vanaf die jaar voor
toetrede tot formele skoolopleiding (Graad R) tot die einde van die
Grondslagfase (Graad 3), dra onderwysers by tot die belangrikste
leersiklus en le hulle leerders se grondslag vir die res van hul
skoolloopbaan. Wiskunde-onderrig in die Grondslagfase bied kritieke
insig tot die basiese beginsels wat internasionaal sowel as
nasionaal toegepas word, met 'n indiepte-bespreking van die
onderliggende konsepte en teoriee aangaande wiskunde-onderrig aan
jong leerders. Die temas wat in die boek aangespreek word, is
gebaseer op die KABV-dokumente wat deur die Departement van Basiese
Onderwys in 2012 uitgereik is en omsluit die fisiese, sosiale en
konseptuele kennis wat leerders moet verwerf en op voortbou om
sodoende hul wiskundige vaardighede vir die toekoms te ontwikkel.
Die inhoud sluit die volgende in: Basiese beginsels oor die
verwerwing van wiskundige vaardighede en kennis; Diversiteit in die
wiskunde-klaskamer; Onderrig en leer van wiskunde in Graad R;
Ontwikkeling van getalbegrip; Patrone, funksies en algebra in die
Grondslagfase; Onderrig en leer van ruimte en vorm; Onderrig en
leer van meting; Datahantering in die Grondslagfase;
Wiskunde-assessering in die leerdergesentreerde klaskamer
Wiskunde-onderrig in die Grondslagfase is 'n onontbeerlike
handleiding vir beginner-onderwysers en studente vir die inrig van
hul klaskamers, die beplanning van lesse vir die suksesvolle
oordraging van wiskunde kennis en vaardighede, asook om wiskunde
met selfvertroue te onderrig. Hierdie boek sal ook aan ouers toon
wat van hulle kinders in die wiskunde klas verwag word. 'n
Hulpbronpakket op CD-ROM is by die boek ingesluit om onderwysers
van waardevolle hulpbronmateriaal te voorsien; verder bevat elke
hoofstuk ook 'n spesiale afdeling oor die gebruik van tegnologie in
die klaskamer.
Good reading and writing skills are not only essential for
effective communication in today's world - they also form the basis
of a child's continuing education and therefore need to be mastered
in the first few years of schooling. Literacy in the Foundation
Phase discusses the teaching of English as home language in Grades
1, 2 and 3 as described by the Curriculum and Assessment Policy
Statement (CAPS) of 2011. It also touches on the teaching of
literacy in Grade R. Literacy in the Foundation Phase focuses on
the practical teaching of English. In addition, the book's strong
research foundation will enhance any researcher's knowledge of
literacy and how to teach it. The assessment of each language skill
is discussed and examples are provided. This edition offers a
theoretical background to language development and basic literacy.
The book is premised on the importance of a solid language
foundation as key to effective learning and advocates the
desirability of mother-tongue education. Contents include the
following: Diverse approaches to teaching literacy; Teaching of
listening, speaking, reading and viewing, writing, thinking and
reasoning; Language structure and use; Handwriting: print and
cursive writing; Classroom activities and ideas for assessment;
Storytelling methods and ideas; A CD-Rom with a Grade 1 font is
included. The CD-Rom is designed by Judy van Heerden, a lecturer in
the Department of Early Childhood Education at the University of
Pretoria. Literacy in the Foundation Phase is aimed at educators in
search of basic and new ideas for the teaching of English as home
language or as first additional language in the Foundation Phase,
parents doing home schooling, and lecturers and students of the
Foundation Phase at tertiary level.
Waarom is Geletterdheid in die Grondslagfase uniek? Die boek
behandel die onderrig van Afrikaans as huistaal in Graad 1, 2 en 3
soos beskryf in die Kurrikulum- en assesseringsbeleidverklaring
(KABV) van 2011. Die boek bevat ook inligting vir die onderrig van
Graad R. Dit fokus op die onderwyspraktyk en het terselfdertyd 'n
sterk navorsingsinslag. 'n Teoretiese agtergrond tot
taalontwikkeling en basiese geletterdheid is in hierdie uitgawe
ingesluit. Die belangrikheid van moedertaal of huistaal word
beklemtoon. Die onderrig van luister, praat, lees en kyk, skryf,
dink en redeneer asook taalstruktuur en -gebruik word breedvoerig
bespreek en praktiese idees word gegee. Handskrifonderrig word
behandel met voorbeelde uit die praktyk. Assessering word by elke
taalvaardigheid bespreek en voorbeelde word gegee. Die teks is
krities gelees deur kundiges in die praktyk en die akademiese
wereld. 'n CD-Rom met 'n Graad 1 skriftipe is ingesluit. Die CD-Rom
is ontwikkel deur Judy van Heerden, 'n dosent in die Departement
Vroee Kinderonderwys aan die Universiteit van Pretoria. Vir wie is
die boek geskryf? Persone wat gemoeid is met die onderrig van
Afrikaans as huistaal of addisionele taal in die Grondslagfase.
Ouers wat hul kinders tuis onderrig. Dosente en studente in die
Grondslagfase. Almal wat basiese en nuwe idees vir die onderrig van
Afrikaans soek.
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