Education as Change

Volume 13, Number 1, July 2009

CONTENTS

Editorial 
Katalin Morgan and Elizabeth Henning

Case studies of the implementation of “progression and integration” of knowledge in South African schools
Devika Naidoo

The family maths programme: parents' perceptions of what influences their engagement, enjoyment and confidence within a complex learning community
Paul Webb, Pam Austin

Towards a conceptual understanding of education leadership: place, space and practices
Carolyn Grant

Seeing is natural, but viewing is not: teaching visual literacy in a rural classroom.
Madeyandile Mbelani, Sarah Murray

Enhancing teacher assessment practices in South African schools:  Evaluation of the assessment resource banks
Anil Kanjee

Challenges in implementing a participatory evaluation approach: A case
study of the Limpopo Literacy Teaching Evaluation Project
Matthews Matome Makgamatha

Education as Change: Rethinking rationality and transformation
Alette Delport

Rural Basotho pre-service students' cultural and indigenous experiences of astronomy (ethnoastronomy) and implications for science education 
Nadaraj Govender

Teacher's perspective of multilingual classrooms in a South African school
Elizabeth Hooijer, Jean Fourie

The Relationship between Information and Communications Technology (ICT) Integration and Teachers' Self-efficacy Beliefs about ICT
Desmond Govender, Irene Govender

Student involvement and retention in higher education: the case for academic peer mentoring programmes for first-years
AGJ Loots

Book reviews:

Pam Christie: Changing schools in South Africa: Opening the Doors of Learning. Johannesburg: Heinemann, 2008, reviewed by Prof Rob Siebörger

Mark Sandham: Lead educationist, Dr Franz Auerbach : A bibliography with commentary, Compiled by Wits School of Education (2008), reviewed by Dr Malcolm Venter