By Subject

By Subject | By Author

PEI Phase 1

• Diphofa M. (1997). Presidents Education Initiative: Final report of phase 1.
• Joint Education Trust (1997). PEI: Overview of the research commissioned by the National Department of Education.
• Joint Education Trust. (1997). PEI Phase 1: Appendix A: Provincial Reports
• Joint Education Trust. (1997). PEI Phase 1: Appendix B : Provincial Reports
• MacDonald CA. (1997). Language and learning across the curriculum, Benoni-Brakpan District.
• Reeves, C. (1997). Teaching in mulitgrade classes: a literature survey. IN: PEI Phase 1: Appendix C. 001002
• Sacred Heart School Development Project. (1997). Whole school development and in-service teacher development. IN: PEI Phae 1: Appendix C. 001002
• 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.
• Vinjevold P, Shindler J. (1997). Teaching in multi-grade classes: a literature survey. IN: PEI Phase 1: Appendix C. 001002

PEI Phase 2

• Diphofa M. (1999). Report on projects under the auspices of the President’s Education Initiative.

Curriculum 2005

• Baxen J, Gilmour JD. (2000). GTZ-PEI/WCED: Western Cape primary school baseline survey: Final research report.
• Baxen J, Green L, School of Education, University of Cape Town. (1998).
• 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).
• Gilmour JD. An investigation into the culture of ‘successful’ schools in the Western Cape: Report 1.
• Guluza X, Hoadley UK, School of Education, University of Cape Town. (1998). Learner Progress and Achievement Study: Research report 1.
• Guluza X, Hoadley UK, School of Education, University of Cape Town. (1998). Learner Progress and Achievement Study: Research report 2.
• Guluza X, Hoadley UK, School of Education, University of Cape Town. (1999). Learner Progress and Achievement Study: Research report 3.
• 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.
• 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.
• Mitchell G, in assoc. with the Catholic Institute of Education. (1999). Change management: best practice in whole school development.
• Schollar E and Associates. (1998). A case study of four schools participating in the Equip Project of the National Business Initiative.
• 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.
• 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.

Large Class Teaching

• Dachs TE. (1998). Large Class teaching: A pilot study in eight Grade 5 classrooms in KwaZulu-Natal.
• Mathematics, Science and English Teaching
• Duncan K, with Nene T and Tandy R. (1998). PEI research into initial reading programmes.
• 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.
• 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.
• Long C, Qangule L. (1999). Mathematics assessment project: Final report
• Maja B, Human Sciences Research Council. (1998). The enabling conditions for successful learning environments: a quantitative / qualitative synthesis of mathematics teaching and learning
• Mkhize D, Radmaste Centre, University of the Witwatersrand. (1999). Investigating the role of cooperative groupwork in learner achievement in mathematics.
• 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.
• Reeves C, Long C, University of Cape Town. (1998). Report on an investigation into Grade 4 mathematics teaching and learning.
• 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.
• 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
• 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?

Multi-Grade Teaching

• 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.
• Ural I, Human Sciences Research Council. (1999). An investigation of multi-grade classroom practices in the Free State Province of South Africa

Multilingual Teaching

• Bell B, Dept of English Studies, University of the North. (1998). Implementing good group work in ESL classrooms.
• Ewing D, Setsubi M, CRCD. (1998). Seeking lessons for teacher professional development.
• Makoni S, Dept of English and CALSSA, University of Cape Town. (1998). Investigation into teaching styles and cognitive processes in language learning.
• 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.
• Pile K, Smyth A, University of the Witwatersrand. (1998). Language in the Human and Social Sciences Project.
• Pluddeman P, Mati X, Mahlalela-Thusi B, PRAESA, University of Cape Town. (1998). Problems and possibilities in multilingual classrooms in the Western Cape.
• Setati M, Department of Mathematics, University of the Witwatersrand. (1998). Innovative language practices in multilingual mathematics classrooms.
• 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.
• 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.

Teacher Education

• Department of Education and Joint Education Trust (1999). PEI conference: Teacher Development: connecting policy and practice. Musker P. (1999). Educator Development and Support: Final report.
• Musker P, Parker B. (1999). Educator Development and Support: supporting the development of norms and standards for educators.
• Ota C. (1999). Educator Development and Support: a literature review.
• Smith E, Koopman R, Kohler B, Western Cape College of Education. (1998). Teachers’ knowledge of their practices: impact of an intervention and support programme.
• South African Institute for Distance Education (SAIDE). (1998). Strategies for the design and delivery of quality teacher education at a distance.
• Welch T, van Voore M. (1999). Educator Development and Support: case study report: the further diploma in education (educational management) programme.