Lighting up learning: mathematics becoming less of a \u27killer subject\u27 in KwaZulu-Natal, South Africa

This paper reports the findings of an evaluative study of an initiative, in its sixth year of implementation, enhancing the learning and teaching of mathematics in 20 disadvantaged secondary schools in KwaZulu-Natal (KZN), South Africa, twenty years after democracy. Findings highlight the importance of initial and ongoing professional development for under-qualified teachers. Support and strategies that have enhanced the achievement in mathematics of learners in these still under-resourced schools, are described

Early childhood project analysed within a model enhancing the self-efficacy of Indigenous people

This paper presents a model which weaves together an adaptation of Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 1979, 1989, 1993) and the tenets of human agency theory (Bandura, 2001; Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Bandura, Pastorelli, Barbaranelli, & Caprara, 1999; Carlson, 1997), which are central to decision-making, self-regulation and self-determination. This model provides a framework to explain how non-Indigenous lecturers were able to work in culturally appropriate ways with community members in remote Indigenous communities in the Northern Territory, Australia, on a project which focussed on improving the literacy and numeracy skills of four-year-old children. The aim of this initiative was to enhance children’s capacity to engage with expectations on entry into formal schooling. There were multiple levels of engagement in the design and implementation of the project. For the positive outcomes to be sustainable it was imperative that the initiative be embraced by the community and that they see themselves, rather than the non-Indigenous stakeholders, as the key to its success. The project’s implementation is described in detail and outcomes are provided. These include the children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project and the previously unqualified early childhood educators being motivated to complete a Certificate III in Children’s Services

Retention and attrition of students in higher education: Challenges in modern times to what works

Retention and attrition rates in higher education have long been a focus of research. This paper presents findingsof a single case study, undertaken in a School of Education, which identify important strategies that have led to attrition of five to eight per cent, compared with 18 per cent cross the education sector in Australia (Department of Education, Science and Training, 2004). Findings include: individual admissions interviews, funding of an Associate Dean Pastoral Care, course coordinators providing continuity of support, easy access for students to academic staff, well-supported, extended professional experience, senior staff lecturing undergraduates, congruence between co-curricular supports and the educational framework, and comprehensive mentoring of new students. Finally, sustainability of these strategies in modern times is discussed

E-portfolios as a Pedagogical Device in Primary Teacher Education: the AUT University Experience

Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are significant issues of professional learning. This paper discusses one response, a collaborative self-study, around the introduction of an e-portfolio as a pedagogical device. It highlights two key aspects of the study: first, it considers how collaborative self-study as a methodology proved crucial for sustaining lecturer motivation and commitment to the innovation; second, it describes how the e-portfolio was used to enhance the student experience in the science curriculum area which can be a challenging curriculum area for some students. Finally, some recommendations for practice are put forward for consideration

HREC members\u27 personal values influence decision making in contentious cases

This article identifies 14 contentious issues faced by Human Research Ethics Committees (HRECs). The authors argue that HREC members will respond variably to these issues based on their own fundamental values and worldview. In particular, we propose that personal interpretations of current ethics regulations and HREC members’ attitudes to consequentialism, Kantianism, and utilitarianism in some cases affect their responses to contentious research issues. We seek to promote understanding of how personal and professional back­grounds of HREC reviewers influence their approaches to value-laden issues embedded in ethics applications. Taking the form of a literature review, our con­tribution highlights the need for further exploration of how HREC members make decisions, and what factors influence the outcomes of ethics applications

Epigenetics in a spectrum of myeloid diseases and its exploitation for therapy

Mutations in genes encoding chromatin regulators are early events contributing to de-veloping asymptomatic clonal hematopoiesis of indeterminate potential and its frequent progression to myeloid diseases with increasing severity. We focus on the subset of myeloid diseases encompassing myelodysplastic syndromes and their transformation to secondary acute myeloid leukemia. We introduce the major concepts of chromatin regulation that provide the basis of epigenetic regulation. In greater detail, we discuss those chromatin regulators that are frequently mutated in myelodysplastic syndromes. We discuss their role in the epigenetic regulation of normal hematopoiesis and the consequence of their mutation. Finally, we provide an update on the drugs interfering with chromatin regulation approved or in development for myelodysplastic syndromes and acute myeloid leukemia

Self-efficacy enhanced in a cross-cultural context through an initiative in under-resourced schools in KwaZulu-Natal, South Africa

This paper discusses the Khanyisa Programme, an initiative in KwaZulu-Natal, South Africa, where learners from under-resourced schools are supported by teachers and high achievers in Grade 11 and 12 from a previously advantaged state school under apartheid. A qualitative, evaluative study was undertaken to identify key elements in the ongoing success of the programme and collect participant suggestions for improvement. The findings, discussed within the framework of self-efficacy theory, identified enormous gains by Khanyisa learners, leading to vastly improved career prospects