Prof. Michelle Esau DEAN: FACULTy OF EDUCATION

the faculty Of eDucatiOn citatiOnS

2015 faculty Of eDucatiOn taBle 5

1. Ellamla, H. R., Stafell, L., Bujlo, P., Pollet, B., & Pasupathi, .(2015) Abrahams, M. A. (2015). A review of the growth of monitoring and evaluation in South Africa: Monitoring and evaluation as a profession, an industry and a governance tool. African Evaluation Journal, 3(1), 8. https://doi.org/10.4102/aej.v3i1.142

2. Foncha, J. W., & Sivasubramaniam, S. (2015). Learners and Teachers’ Perspectives on First Additional/L2 Language Learning as Social Practice in the Diverse Community of the University of Western Cape. International Journal of Educational Sciences, 9(1), 1–10. https://doi.org/10.1080/09751122.2015.11890288

3.

4. Katalayi, G. B., & Sivasubramaniam, S. (2015). The Construct Validity of a Reading Test Based on Narrative Texts. Journal of Language Teaching and Research, 6(1), 21–29. http://academypublication.com/ojs/index.php/jltr/article/view/jltr06012129

Kerfoot, C., & Van Heerden, M. (2015). Testing the Waters: Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa. Language and Education, 29(3), 235–255. https://doi.org/10.1080/09500782.2014.994526

5.

6.

7. Kruss, G., McGrath, S., Petersen, I.-H., & Gastrow, M. (2015). Higher education and economic development: the importance of building technological capabilities. https://doi.org/10.1016/j.ijedudev.2015.04.011

Mashiyi, F. N. (2015). Embedding graduate attributes into the foundation programme s on process and product. South African Journal of Higher Education, 29(1), 181-197. https://journals.co.za/docserver/fulltext/high/29/1/high_v29_n1_a12. pdf?expires=1604435052&id=id&accname=guest&checksum=CE48FFF0785251BED10C3150B0222AEF

Leibowitz, B., & Bozalek, V. (2015). Foundation provision-a social justice perspective: part 1-leading article. South African Journal of Higher Education, 29(1), 8-25. https://journals.co.za/content/high/29/1/EJC172801

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20. Leibowitz, B., Bozalek, V., van Schalkwyk, S., & Winberg, C. (2015). Institutional context matters: the professional development of academics as teachers in South African higher education. Higher Education, 69(2), 315–330. https://doi.org/10.1007/s10734-014-9777-2

Mc Ghie, V. (2015). ADDRESSING THE LEARNING NEEDS OF AT-RISK STUDENTS AT THE. https://journals.co.za/docserver/fulltext/high/29/1/high_v29_n1_a11. pdf?expires=1598253237&id=id&accname=58219&checksum=299CE80577075932FF2D4C06F85BAD94

McGhie, V. F., Moodley, S., & Naidoo, H. (2015). The Changing Landscape: Exploring the dichotomy between academia and first-year students’ transition from school to university. Zeitschrift Für Hochschulentwicklung. https://doi.org/10.3217/zfhe-10-04/10

Moletsane, M., & Mukuna, R. K. (2015). Response rate on the Adjusted Rorschach Comprehensive System (ARCS) by isiXhosa learners: a replication and extension. Journal of Psychology in Africa, 25(2), 156–159. https://doi.org/10.1080/14330237.2015.1021533

Moodley, T., Adendorff, S. A., & Booys, H. R. R. (2015). Grandparents as primary caregivers : a factor in the academic functioning and behaviour of their grandchildren. Journal of Educational Studies, 14(2), 139–154. https://www.ingentaconnect.com/content/sabinet/jeds/2015/00000014/00000002/art00007

Ng’ambi, D., & Bozalek, V. (2015). Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education. British Journal of Educational Technology: Journal of the Council for Educational Technology, 46(3), 451–454. http://repository.uwc.ac.za/handle/10566/4682

Ogunniyi, M. B., & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education, 26(1), 65-79. https://link.springer.com/article/10.1007/s10972-014-9415-y

Pillay, R., Bozalek, V., & Wood, D. (2015). The use of technology-enhanced learning (TEL) to facilitate authentic learning: Experiences of South African social work educators. The Social Worker, 51(4), 515–532 http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400004

Pinheiro, R., Langa, P. V., & Pausits, A. (2015). One and two equals three? The third mission of higher education institutions. European Journal of Higher Education, 5(3), 233–249. https://doi.org/10.1080/21568235.2015.1044552

Pinheiro, R., Langa, P. V., & Pausits, A. (2015). The institutionalization of universities’ third mission: introduction to the special issue. European Journal of Higher Education, 5(3), 227–232. https://doi.org/10.1080/21568235.2015.1044551

Plüddemann, P. (2015). Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa. Language and Education, 29(3), 186–199. https://doi.org/10.1080/09500782.2014.994523

Probyn, M. (2015). Pedagogical translanguaging: bridging discourses in South African science classrooms. Language and Education, 29(3), 218–234. https://doi.org/10.1080/09500782.2014.994525

Saungweme, P. W. (2015). Teaching project management at a South African higher education institution: part 1. South African Journal of Higher Education, 29(3), 131-149. https://hdl.handle.net/10520/EJC176231

21.

22.

23.

24.

25.

2016

1

2.

3.

4.

5.

6. Siebrits, A., Stoltenkamp, J., & Mokwele, T. (n.d.). The Impact of Tutoring in the Digital Academic Literacy. http://repository.uwc.ac.za/xmlui/bitstream/handle/10566/1592/siebrits_a_et_al_digital_academic_literacy_advances_ research_2015.pdf?sequence=3&isAllowed=y

Stoltenkamp, J., & Kabaka, M. (2015). COMPARISON OF SUPPORT INTERVENTIONS DURING A BLENDED COURSE FOR EDUCATORS FROM URBAN AND RURAL SETTINGS. African Journal of Teacher Education, 4(1). https://doi.org/10.21083/ajote.v4i1.3012

Stoltenkamp, J., Siebrits, A., Kies, C., & Braaf, N. (2015). Community Digital Story Project: George Community Needs. Journal of Education, Society and Behavioural Science, 50–70. https://doi.org/10.9734/BJESBS/2015/15817

Thaver, B., & Holtman, L. (2015). A response to yusef Waghid's leading article. South African Journal of Higher Education, 29(5), 20-28. https://hdl.handle.net/10520/EJC182520

Walters, S., Daniels, F., & Weitz, V. (n.d.). Building Common Knowledge: negotiating new pedagogies in Higher Education in South Africa DRAFT. http://repository.uwc.ac.za/xmlui/bitstream/handle/10566/1936/walters_building_common_dll_2015. pdf?sequence=1&isAllowed=y

faculty Of eDucatiOn

Bozalek, V., Mitchell, V., Dison, A., & Alperstein, M. (2016). A diffractive reading of dialogical feedback through the political ethics of care. Teaching in Higher Education, 21(7), 825-838. https://core.ac.uk/reader/159406450

Du Plooy, L., Zilindile, M., Desai, Z., De Wet, B., Holtman, L., Julie, C., ... & Nomlomo, V. (2016). Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review. South African Journal of Childhood Education, 6(1), 1-8. http://www.scielo.org.za/pdf/sajce/v6n1/13.pdf

Leibowitz, B., & Bozalek, V. (2016). The scholarship of teaching and learning from a social justice perspective. Teaching in Higher Education, 21(2), 109–122. https://doi.org/10.1080/13562517.2015.1115971

McGrath, S., & Powell, L. (2016). Skills for sustainable development: Transforming vocational education and training beyond 2015. International Journal of Educational Development, 50, 12-19. http://eprints.nottingham.ac.uk/33477/

Moodley, T., Adendorff, S. A., & Pather, S. (2016). At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics. https://doi.org/10.4102/sajce.v5i3.218

von Kotze, A., Walters, S., & Luckett, T. (2016). Navigating our way: A compass for popular educators. Studies in the Education of Adults, 48(1), 96–114. https://www.tandfonline.com/doi/pdf/10.1080/02660830.2016.1155850?casa_token=_ OZ7m8wtUh0AAAAA:GBLmLQmEgStRbvJeLzVAKKGaGAtqJIi60VdUCuWMxA2Siy27PAkC0sjInqG493HMwmyC4ydGbGRkbw

7.

8.

2017

1

2.

3.

4.

5.

6.

7.

8.

9.

10. Walters, S., & James, A. (2016). Gender, experience and knowledge in adult learning: Alisoun’s daughters. International Journal of Lifelong Education, 35(6), 713–715. https://doi.org/10.1080/02601370.2016.1221859

Wildschut, Z., Moodley, T., & Aronstam, S. (2016). The baseline assessment of Grade 1 learners’ literacy skills in a socio-economically disadvantaged school setting. South African Journal of Childhood Education, 6(1), 9. http://dx.doi.org/10.4102/sajce.v6i1.340

faculty Of eDucatiOn

Airey, J., & Linder, C. (2017). Social Semiotics in University Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 95–122). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-58914-5_5

Al Lily, A. E. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33(3), 270–288. https://doi.org/10.1177%2F0266666916646415

Benos, A., Bodini, C., Cowan, H., McCoy, D., Milsom, P., & Sanders, D. (2017). Defending academic and medical independence in Turkey. The Lancet, 390(10095), 645. https://doi.org/10.1016/S0140-6736(17)32093-7

Bozalek, V. (2017). Participatory parity and emerging technologies. In Socially Just Pedagogies, Capabilities and Quality in Higher Education (pp. 89-107). Palgrave Macmillan, London. https://link.springer.com/chapter/10.1057/978-1-137-55786-5_5

Bozalek, V. (2017). Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies. South African Journal of Higher Education, 31(2), 40–57. https://journals.co.za/docserver/fulltext/high_v31_n2_ a4.pdf?expires=1603106496&id=id&accname=guest&checksum=2FFF914464B0A40D1D263EF86380F6C0

Bozalek, V. (2017). Towards a response-able pedagogy across higher education institutions in post-apartheid South Africa: an ethicopolitical analysis. Education as Change, 21(2), 62–85. http://dx.doi.org/10.17159/1947-9417/2017/2017

Bozalek, V., Dison, A., Alperstein, M., & Mitchell, V. (2017). Developing Scholarship of Teaching and Learning through a Community of Enquiry. Critical Studies in Teaching and Learning (CriSTaL), 5(2), 1–15. https://doi.org/10.14426/cristal.v5i2.106

Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education: QSE, 30(2), 111–127. https://doi.org/10.1080/09518398.2016.1201166

Carolissen, R., & Bozalek, V. (2017). Addressing dualisms in student perceptions of a historically white and black university in South Africa. Race Ethnicity and Education, 20(3), 344-357. https://doi.org/10.1080/13613324.2016.1260229

Case, J. M., Heydenrych, H., Kotta, L., Marshall, D., McKenna, S., & Williams, K. (2017). From Contradictions to Complementarities: A Social Realist Analysis of the Evolution of Academic Development within a Department. Studies in Higher Education, 42(2), 278–291. https://doi.org/10.1080/03075079.2015.1045479

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23. Castle, J. (2017). Benefits of freewriting for academic staff engaged in writing retreat. South African Journal of Higher Education, 31(2), 124–137. https://journals.co.za/content/journal/10520/EJC-6f2033171?crawler=true&mimetype=application/pdf

Cooper, L., Ralphs, A., & Harris, J. (2017). Recognition of prior learning: the tensions between its inclusive intentions and constraints on its implementation. Studies in Continuing Education, 39(2), 197–213. https://doi.org/10.1080/0158037X.2016.1273893

Desai, Z., & Milligan, L. O. (2017). Write or skryf but don’t bhala:: The invisibility of African languages in formal education. Language and Development Conference. https://researchportal.bath.ac.uk/en/publications/write-or-skryf-but-dont-bhala-the-invisibility-of-african-languag

Fullard, A. (2017). Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships. https://doi.org/10.7553/82-2-1627

Gravemeijer, K., Stephan, M., Julie, C., Lin, F.-L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future? International Journal of Science and Mathematics Education, 15(1), 105–123. https://link.springer.com/article/10.1007/s10763-017-9814-6?&utm_medium=other&utm_source=other&utm_ content=4182018&utm_campaign=10_dann_ctw2018_6_social_15

Ile, I. U. (2017). Reforms without Expected Results? In E. Shizha & N. Makuvaza (Eds.), Re-thinking Postcolonial Education in SubSaharan Africa in the 21st Century: Post-Millennium Development Goals (pp. 221–239). SensePublishers. https://link.springer.com/chapter/10.1007/978-94-6300-962-1_13

Keane, M. (2017). Quiet writing: Retreat as pedagogy. South African Journal of Higher Education, 31(2), 138–153. https://journals.co.za/docserver/fulltext/high_v31_n2_a10. pdf?expires=1603102825&id=id&accname=guest&checksum=35FA100C6CB5C3E502DA3CBC5AB59AE7

Kotze, A. V. (2017). Street Theatre for Solidarity. In A. von Kotze & S. Walters (Eds.), Forging Solidarity: Popular Education at Work (pp. 127–138). SensePublishers. https://brill.com/view/book/edcoll/9789463009232/BP000013.xml

Lees, J. (2017). Sexual diversity and the role of educators: Reflections on a South African teacher education module. South African Journal of Higher Education, 31(4), 249–266. https://journals.co.za/docserver/fulltext/high_v31_n4_a15. pdf?expires=1603102673&id=id&accname=guest&checksum=80F0533DD49509CD31A788C3E35219DF

M, L. T., Birgit, S., & Teboho, M. (2017). Tutoring and Mentoring for Student Development. Journal of Student Affairs in Africa, 5(2). https://www.journals.ac.za/index.php/jsaa/article/view/v-vii/1661

McGhie, V. (2017). Entering university studies: identifying enabling factors for a successful transition from school to university. Higher Education, 73(3), 407-422. https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/content/pdf/10.1007/s10734-016-0100-2. pdf&casa_token=eJKy9q-CdOAAAAAA:z16mCw3CERPnofDlykJByxVVj45HbjAk68vby73v8gWaPPoJlVpfm1g9TewudRBzUKLy5CP0APw3APC

McMillan, W., & Gordon, N. (2017). Being and becoming a university teacher. Higher Education Research & Development, 36(4), 777–790. https://doi.org/10.1080/07294360.2016.1236781

Monei, T., & Pedro, A. (2017). A systematic review of interventions for children presenting with dyscalculia in primary schools. Educational Psychology in Practice, 33(3), 277–293. https://doi.org/10.1080/02667363.2017.1289076

24.

25.

26.

27.

28.

29.

30. Mthimunye, K. D. T., & Daniels, F. M. (2017). Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape. Curationis, 40(1), e1–e6. http://dx.doi.org/10.4102/curationis.v40i1.1776

Ndofirepi, A., Mngomezulu, B., & Cross, M. (2017). Internationalization, Regionalization and Africanization. In J. Knight & E. T. Woldegiorgis (Eds.), Regionalization of African Higher Education: Progress and Prospects (pp. 47–65). SensePublishers. https://brill.com/view/book/edcoll/9789463009560/BP000005.xml

Njenga, J. K., Rodello, I. A., Hartl, K., & Jacob, O. (2017). Identifying Opportunities and Challenges for Adding Value to DecisionMaking in Higher Education Through Academic Analytics. Recent Advances in Information Systems and Technologies, 474–480. https://link.springer.com/chapter/10.1007/978-3-319-56538-5_48

Patron, E., Wikman, S., Edfors, I., Johansson-Cederblad, B., & Linder, C. (2017). Teachers’ Reasoning: Classroom Visual Representational Practices in the Context of Introductory Chemical Bonding. Science Education, 101(6), 887–906. https://doi.org/10.1002/sce.21298

Paxton, M., Garraway, J., & Bozalek, V. (2017). Editorial: Problematising writing retreats for academic staff in higher education. South African Journal of Higher Education, 31(2), 1–3. https://journals.co.za/docserver/fulltext/high_v31_n2_ a1.pdf?expires=1603101232&id=id&accname=guest&checksum=22F38742E3DEBC38028CE4E5A1ABBA6C

Stoltenkamp, J., van de Heyde, V., & Siebrits, A. (2017). The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution. Reflective Practice, 18(1), 14–22. https://doi.org/10.1080/14623943.2016.1214120

van de Heyde, V., Stoltenkamp, J., & Siebrits, A. (2017). Designing a social work online self-coaching program: Integrated support and joint ownership. Cogent Education, 4(1), 1346547. https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2017.1346547

31.

32.

33.

2018

1.

2.

3.

4.

2019

1.

2.

3.

4. van Heerden, M., Clarence, S., & Bharuthram, S. (2017). What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers. Assessment & Evaluation in Higher Education, 42(6), 967–977. https://doi.org/10.1080/02602938.2016.1212985

Walters, S., & Butterwick, S. (2017). Moves to Decolonise Solidarity Through Feminist Popular Education. In A. von Kotze & S. Walters (Eds.), Forging Solidarity: Popular Education at Work (pp. 27–38). SensePublishers. https://brill.com/view/book/edcoll/9789463009232/BP000004.xml

Zembylas, M. (2017). Re-imagining socially just pedagogies in higher education: the contribution of contemporary theoretical perspectives. Education as Change, 21(2), 1–5. http://dx.doi.org/10.17159/1947-9417/2017/3051

faculty Of eDucatiOn

Langa, P. V., & Zavale, N. C. (2018). Branding and the Search for Competitive Advantage in the Field of Mozambican Higher Education Through the Use of Websites. In A. Papadimitriou (Ed.), Competition in Higher Education Branding and Marketing: National and Global Perspectives (pp. 107–142). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-58527-7_6

Leibowitz, B., & Bozalek, V. (2018). Towards a Slow scholarship of teaching and learning in the South. Teaching in Higher Education, 23(8), 981–994 https://doi.org/10.1080/13562517.2018.1452730

Paulse, J., Adonis, T., Daniels, P., Ross, M. & Cupido-Masters, J. (2018.) Enhancing Literacy Development through the engagement of volunteers: a reading and writing intervention based on a university-community partnership. (Chapter) From Words to Ideas: The role of literacy in enhancing young children’s development. Editors V. Nomlomo, Z. Desai and J. September. Available in Hard Copy at the Faculty of Education https://www.uwc.ac.za/Faculties/EDU/Pages/Home.aspx

Van Audenhove, L., Marien, I., Craffert, L., & Grove, W. (2018). South Africa’s e-Skills Policy. From e-Skills to Media Literacy? 2018 IST-Africa Week Conference (IST-Africa), Page 1 of 11 – Page 11 of 11. https://ieeexplore.ieee.org/abstract/document/8417359

faculty Of eDucatiOn

Iwuanyanwu, P. N. (2019). Students’ Understanding of Calculus Based Kinematics and the Arguments They Generated for Problem Solving: The Case of Understanding Physics. Journal of Education in Science Environment and Health, 5(2), 283–295. 10.21891/ jeseh.581588 https://www.jeseh.net/index.php/jeseh/article/viewFile/240/98

McGrath, S., Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., Monk, D., Openjuru, G., & Russon, J.-A. (2019). Vocational education and training for African development: a literature review. Journal of Vocational Education & Training, 1–23. https://doi.org/10.1080/13636820.2019.1679969

Murris, K., & Bozalek, V. (2019). Diffraction and response-able reading of texts: the relational ontologies of Barad and Deleuze. International Journal of Qualitative Studies in Education: QSE, 32(7), 872–886. https://doi.org/10.1080/09518398.2019.1609122

Winberg, C., Adendorff, H., Bozalek, V., Conana, H., Pallitt, N., Wolff, K., Olsson, T., & Roxå, T. (2019). Learning to teach STEM disciplines in higher education: a critical review of the literature. Teaching in Higher Education, 24(8), 930–947. https://doi.org/10.1080/13562517.2018.1517735

Dean: faculty Of law

Prof. Jacques De Ville

Community engagement in the Law Faculty takes place in a variety of ways. The Dullah Omar Institute for Constitutional Law, Governance and Human rights, through its various projects, seek to change policies and legislation on the African continent and beyond, often in collaboration with community organisations. The Social Law Project, with its main focus on labour law, conducts specialised research aimed at improving the rights of precarious workers, such as domestic and care workers. The Faculty’s Law Clinic provides legal assistance to the poor, while at the same time giving senior law students clinical education and training. Finally, lecturers in the Faculty rely on their own research and teaching to improve the lives of community members.