Zobrazeno 1 - 10
of 202
pro vyhledávání: '"Lesley Wood"'
Publikováno v:
Educational Journal of Living Theories, Vol 16, Iss 1, Pp 49-68 (2023)
I researched my practice as a lecturer in a teacher education college in Zimbabwe as I was concerned that my teaching was not assisting students to realise their potential for independent thinking and knowledge creation and preparin
Externí odkaz:
https://doaj.org/article/de12422c621d4548b2c9dabbf338f4dd
Autor:
Lesley Wood, Stef Esterhuizen
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e8 (2024)
Background: The recent migration of early childhood care and education function brought with it many changes that affect the workplace well-being of practitioners and centre managers, yet little research has reported on the voices and experiences of
Externí odkaz:
https://doaj.org/article/fb11886af1f24d59833d666c71effc2c
Autor:
Lesley Wood, Samantha Kahts-Kramer
Publikováno v:
Research Ethics Review, Vol 19 (2023)
Many reviewers of applications for ethical approval of research at universities struggle to understand what is considered ethical conduct in community-based research (CBR). Their difficulty in understanding CBR and the ethics embedded within it is, i
Externí odkaz:
https://doaj.org/article/73bfc2c8df994b64baada1e93d36de99
Autor:
Maite Mathikithela, Lesley Wood
Publikováno v:
Qualitative Research in Education, Vol 10, Iss 2 (2021)
Rural schools in South Africa face many social and environmental challenges which impact negatively on learner wellbeing and performance. Given the severity and history of these problems, the situation is unlikely to change in the near future. Yet, s
Externí odkaz:
https://doaj.org/article/d7bdd6a4879a4771be562f24f902bae5
Autor:
Elsabé Wessels, Lesley Wood
Publikováno v:
South African Journal of Education, Vol 39, Iss 1, Pp 1-10 (2019)
Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling cl
Externí odkaz:
https://doaj.org/article/31afb8f6f87144a8892bcb2e4c489e92
Autor:
Mary McAteer, Lesley Wood
Publikováno v:
South African Journal of Education, Vol 38, Iss 4, Pp 1-10 (2018)
The need to work in partnership with communities in a meaningful and impactful way has become a core part of university planning in many countries around the world. In the Global South, the potential for the Eurocentric knowledges and power structure
Externí odkaz:
https://doaj.org/article/0d328bcbbd3245e4a83684c249838dcb
Autor:
Dalia Haroun, Rola Mechli, Razan Sahuri, Safa AlKhatib, Omar Obeid, Carla El Mallah, Lesley Wood, Khulood AlSuwaidi
Publikováno v:
BMC Public Health, Vol 18, Iss 1, Pp 1-8 (2018)
Abstract Background Metabolic syndrome (MetS) describes a combination of risk factors that increase the risk of developing chronic diseases. The prevalences of MetS and its risk factors are increasing, especially in the Arab region. A cross-sectional
Externí odkaz:
https://doaj.org/article/a0c15f464047456e94472f198f490f53
Publikováno v:
South African Journal of Education, Vol 37, Iss 4, Pp 1-8 (2017)
Working in challenging contexts can impact negatively on a teacher’s sense of purpose and efficacy. This article explores the potential of group Life Design (LD), a narrative constructivist career counselling process, for supporting ten South Afric
Externí odkaz:
https://doaj.org/article/9fd571ae88d0443cb7a6b48b99f86ecd
Autor:
Tarsisio Nyatsanza, Lesley Wood
Publikováno v:
SAHARA-J, Vol 14, Iss 1, Pp 185-192 (2017)
When human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are framed within an intersectional approach, they have the potential to transform understandings of social justice within the curriculum and education policy and
Externí odkaz:
https://doaj.org/article/6ff979c12fae4ef3a6399c14365ff6b7
Autor:
Boitshepo Audrey Seobi, Lesley Wood
Publikováno v:
South African Journal of Education, Vol 36, Iss 4, Pp 1-14 (2016)
An unacceptable number of learners in under-resourced schools in South Africa are failing to perform adequately in national and international benchmark tests. Poor learner performance has been linked to poor-quality teaching, which, in turn, can be a
Externí odkaz:
https://doaj.org/article/069d255038474a268afe0bfc06524fad