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(President's Education Initiative) PEI Research
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(President's Education Initiative) PEI Commissioned Research Reports by Author
- Baxen J, Gilmour JD. (2000). Institutional Development or Whole
School Development: 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
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WHAT'S RIGHT WITH SOUTH AFRICAN SCHOOLS? by Nick Taylor
