Modern science education the world over deliberately remains in the objective, rational, positivist paradigm. In South African classrooms, this paradigm is often alienating for young learners who then stop learning science ...

It is assumed that open and distance learning institutions develop study materials that adequately engage learners with quality content to assist their content mastery. However, distance learners continue to underperform, ...

In South Africa, students’ academic success in tertiary environments is generally low, despite governmental or institutional interventions. Underpinned by McCroskey, Valencic and Richmond’s (2004) General Model of Instructional ...

The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands ...

Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using ...

Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such ...