(President's Education Initiative) PEI Commissioned Research Reports

By Subject | By Author

• Baxen J, Gilmour JD. (2000). GTZ-PEI/WCED: Western Cape primary school baseline survey: Final research report. 003033
• Baxen J, Green L, School of Education, University of Cape Town. (1998). Primary teachers' use of learning materials. 001736
• Bayona ELM, Sadiki NB, School of Education, University of Venda. (1999). An investigation into appropriate ways of implementing institutional development (whole school development). 001754
• Bell B, Dept of English Studies, University of the North. (1998). Implementing good group work in ESL classrooms. 001739
• Khulisa Management Services and St. Barnabas School. (1999). Best practices in mathematics, science and English teaching. The development of diagnostic tests to assess Grade 7 literacy and numeracy skills. 001743
• Dachs TE. (1998). Large Class teaching: A pilot study in eight Grade 5 classrooms in KwaZulu-Natal. 001704
• Department of Education and Joint Education Trust (1999). PEI conference: Teacher Development: connecting policy and practice. 001854
• Diphofa M. (1997). Presidents Education Initiative: Final report of phase 1. 000999
• Diphofa M. (1999). Report on projects under the auspices of the President’s Education Initiative. 001860
• Duncan K, with Nene T and Tandy R. (1998). PEI research into initial reading programmes. 001730
• Ewing D, Setsubi M, CRCD. (1998). Seeking lessons for teacher professional development. 001747
• Gilmour JD. An investigation into the culture of ‘successful’ schools in the Western Cape: Report 1. 001787
• Guluza X, Hoadley UK, School of Education, University of Cape Town. (1998). Learner Progress and Achievement Study: Research report 1. 001791
• Guluza X, Hoadley UK, School of Education, University of Cape Town. (1998). Learner Progress and Achievement Study: Research report 2. 001745
• Guluza X, Hoadley UK, School of Education, University of Cape Town. (1999). Learner Progress and Achievement Study: Research report 3. 001908
• Jacklin H, Hoadley U, School of Education, University of Cape Town (1998). Learner Progress and Achievement Study: a study aimed at identifying factors which impact on school progress and achievement in primary and secondary schools in the Western Cape. 004416
• Jansen J, Centre for Educational Research, Evaluation and Policy. (1999). A very noisy OBE: A report on the implementation of OBE inside Grade 1 classrooms. 001740
• Jita L, Education Policy Unit, University of Natal (Durban). (1998). Report on the development of a protocol for profiling progress towards best practices in science. 001733
• Joint Education Trust (1997). PEI: Overview of the research commissioned by the National Department of Education. 001393
• Joint Education Trust. (1997). PEI Phase 1: Appendix A: Provincial Reports. 001000
• Joint Education Trust. (1997). PEI Phase 1: Appendix B : Provincial Reports. 001001
• Long C, Qangule L. (1999). Mathematics assessment project: Final report. 002267
• MacDonald CA. (1997). Language and learning across the curriculum, Benoni-Brakpan District. 004263
• Maja B, Human Sciences Research Council. (1998). The enabling conditions for successful learning environments: a quantitative/qualitative synthesis of mathematics teaching and learning. 001729
• Makoni S, Dept of English and CALSSA, University of Cape Town. (1998). Investigation into teaching styles and cognitive processes in language learning. 001753
• Mitchell G, in assoc. with the Catholic Institute of Education. (1999). Change management: best practice in whole school development. 001756
• Mkhize D, Radmaste Centre, University of the Witwatersrand. (1999). Investigating the role of cooperative groupwork in learner achievement in mathematics. 001703
• Murray S, Department of Education, Rhodes University. (1998). Seeking the possible: An evaluation of an intervention which seeks to help teachers learn African languages using an approach which integrates language and culture. 001755
• Musker P, Parker B. (1999). Educator Development and Support: supporting the development of norms and standards for educators.001855
• Musker P. (1999). Educator Development and Support: Final report. 001859
• Onwu GOM, Department of Mathematics and Science Education, University of Venda. (1998). An investigation of the availability and use of learning materials in Grade 12 science classes in some selected schools in the Northern Province. 001731
• Ota C. (1999). Educator Development and Support: a literature review. 001881
• Pile K, Smyth A, University of the Witwatersrand. (1998). Language in the Human and Social Sciences Project. 001741
• Pluddeman P, Mati X, Mahlalela-Thusi B, PRAESA, University of Cape Town. (1998). Problems and possibilities in multilingual classrooms in the Western Cape. 001487
• Reeves C. (1997). Teaching in multilingual classes; a report of a literature survey. IN: PEI Phase 1: Appendix C. 001002
• Reeves C, Long C, University of Cape Town. (1998). Report on an investigation into Grade 4 mathematics teaching and learning. 001746
• Reeves C, Long C, University of Cape Town. (1998). Report on an investigation into language-sensitive activity-based methodology in primary science teaching at the Grade 7 Level. 001749
• Roussouw L, Rhodes S, Christiansen I, Primary Mathematics Project, University of the Western Cape. (1998). Teachers' views on mathematics, mathematics teaching and their existing practices. 001738
• Sacred Heart School Development Project. (1997). Whole school development and in-service teacher development. IN: PEI Phase 1: Appendix C. 001002
• Schollar E and Associates. (1998). A case study of four schools participating in the Equip Project of the National Business Initiative. 001835
• Sedibe K. (1997). Class size and pupil achievement: a literature survey. IN: PEI Phase 1: Appendix C. 001002
• SeptemberJ, Sedibe K. (1997). Institutional capacity building: a report on component e of the PEI. 001896
• Setati M, Department of Mathematics, University of the Witwatersrand. (1998). Innovative language practices in multilingual mathematics classrooms. 001734
• Sigabe M, Mphuthi E, RADMASTE Centre, University of the Witwatersrand. (1999). A descriptive study of the nature and effectiveness of in-service teacher training and support in the implementation of OBE. 001751
• Smith E, Koopman R, Kohler B, Western Cape College of Education. (1998). Teachers’ knowledge of their practices: impact of an intervention and support programme. 001742
• South African Institute for Distance Education (SAIDE). (1998). Strategies for the design and delivery of quality teacher education at a distance. 001748
• Strauss JP, Research Institute for Education Planning, University of the Orange Free State. (1999). An investigation into the availability and use of teaching and learning material in multi-grade classes in the Free State. 001732
• The School of Education, Training and Development, University of Natal, Pietermaritzburg. (1998). The real and the ideal: Field analysis of roles and competences of educators. 001737
• Ural I, Human Sciences Research Council. (1999). An investigation of multi-grade classroom practices in the Free State Province of South Africa. 001744
• Vinjevold P, Shindler J. (1997). Teaching in mulitgrade classes: a literature survey. IN: PEI Phase 1: Appendix C. 001002
• Webb P et al, CENCE, University of Port Elizabeth. (1998). The nature and impact of accredited service education on under-qualified science and mathematics teachers: which factors generate best practice in the classroom? 001750
• Welch T, van Voore M. (1999). Educator Development and Support: case study report: the further diploma in education (educational management) programme. 001882
• Wickham S, Versveld R, Teaching and Learning Resources Centre, University of Cape Town. (1998). Investigating and establishing best practices in the teaching of English as a second language in under-resourced and multilingual contexts. 001728
• Wright J, Tyawa P. (1999). Phonological training and metacognitive strategy instruction for children with reading difficulties in multilingual classroom contexts: A one year follow-up study. 001792