Raj Mestry
Dados Biográficos
| ID | 4275262 |
|---|---|
| NOME | Raj Mestry |
| PRENOMES | Raj |
| SOBRENOME | Mestry |
| ASSINATURA | MESTRY R |
| AFILIAÇÕES | University of Johannesburg |
| ORCID | 0000-0002-1976-4866 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
Teachers’ Perceptions and Experiences of Navigating Continuing Professional Development during the Covid-19 Pandemic
Using social constructivism as a theoretical framework, we examined the perceptions and experiences encountered by South African teachers of their professional development during the COVID-19 pandemic. Translating teacher experiences into explicit learning contexts for learners remains an ongoing pedagogical challenge. For teachers to be effective, they must be prepared for changes and adapt swiftly to changing conditions. The need for pedagogica…
A case study of the experiences of women leaders in senior leadership positions in the education district offices
This research was inspired by two critical factors relating to women leaders in senior positions in education district offices. Firstly, women leaders are continually plagued with stereotyping, and secondly, women are repeatedly undermined by male colleagues. Although the South African Constitution and other related legislation prohibits any form of gender discrimination, inequalities and injustices against women still prevail. Women are subjecte…
The Perceptions of School Management Teams and Teachers of the Principal’s Instructional Leadership Role in Managing Curriculum Changes
Teachers for rural schools – a challenge for South Africa
Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous so…
Exploring the Forms and Underlying Causes of School-based Violence
Widespread violence and ineffective disciplinary practices have become perennial problems in South African schools. The reasons for the upsurge in school-based violence may be attributed to numerous social ills, such as gender discrimination, gang-related activities, and drug and alcohol abuse. Research reveals that in many cases children are perpetrators of violence, with both, students and teachers becoming victims. The use of weaponry, sexual …
A feminist postcolonial examination of female principals' experiences in South African secondary schools
A central theme that dominates most studies on gender and leadership in education is the emerging tendency towards mitigating pervasive forms of discrimination against females. Yet, women still remain, for the most part, a minority within leadership positions in education. Despite policy initiatives emphasising gender equity, discrimination, prejudice and stereotyping continue to perpetuate the myth of women's submissiveness and remain a redoubta…
Portfolio Assessment as a Tool for Promoting Professional Development of School Principals
Poor matriculation results in South African urban schools have resulted in the implementation of professional development programs for principals who wish to improve their qualifications and practice. This article studies principals’ perceptions of the efficacy of using portfolios to assess their professional growth. Using a poststructural lens to theorize portfolio use, interview data were examined to discern what themes consistently evolved whe…
School Searches and Drug Testing
This note sets out to examine South African legislation on school searches and drug testing, and whether it infringes on learners' rights and constitutional values, and to provide recommendations for effectively managing school searches and drug testing
A feminist postcolonial examination of female principals' experiences in South African secondary schools
A central theme that dominates most studies on gender and leadership in education is the emerging tendency towards mitigating pervasive forms of discrimination against females. Yet, women still remain, for the most part, a minority within leadership positions in education. Despite policy initiatives emphasising gender equity, discrimination, prejudice and stereotyping continue to perpetuate the myth of women's submissiveness and remain a redoubta…
Exploring the Forms and Underlying Causes of School-based Violence
Widespread violence and ineffective disciplinary practices have become perennial problems in South African schools. The reasons for the upsurge in school-based violence may be attributed to numerous social ills, such as gender discrimination, gang-related activities, and drug and alcohol abuse. Research reveals that in many cases children are perpetrators of violence, with both, students and teachers becoming victims. The use of weaponry, sexual …
School Searches and Drug Testing
This note sets out to examine South African legislation on school searches and drug testing, and whether it infringes on learners' rights and constitutional values, and to provide recommendations for effectively managing school searches and drug testing
Portfolio Assessment as a Tool for Promoting Professional Development of School Principals
Poor matriculation results in South African urban schools have resulted in the implementation of professional development programs for principals who wish to improve their qualifications and practice. This article studies principals’ perceptions of the efficacy of using portfolios to assess their professional growth. Using a poststructural lens to theorize portfolio use, interview data were examined to discern what themes consistently evolved whe…
A feminist postcolonial examination of female principals' experiences in South African secondary schools
A central theme that dominates most studies on gender and leadership in education is the emerging tendency towards mitigating pervasive forms of discrimination against females. Yet, women still remain, for the most part, a minority within leadership positions in education. Despite policy initiatives emphasising gender equity, discrimination, prejudice and stereotyping continue to perpetuate the myth of women's submissiveness and remain a redoubta…
Exploring the Forms and Underlying Causes of School-based Violence
Widespread violence and ineffective disciplinary practices have become perennial problems in South African schools. The reasons for the upsurge in school-based violence may be attributed to numerous social ills, such as gender discrimination, gang-related activities, and drug and alcohol abuse. Research reveals that in many cases children are perpetrators of violence, with both, students and teachers becoming victims. The use of weaponry, sexual …
Teachers for rural schools – a challenge for South Africa
Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous so…
The Perceptions of School Management Teams and Teachers of the Principal’s Instructional Leadership Role in Managing Curriculum Changes
A case study of the experiences of women leaders in senior leadership positions in the education district offices
This research was inspired by two critical factors relating to women leaders in senior positions in education district offices. Firstly, women leaders are continually plagued with stereotyping, and secondly, women are repeatedly undermined by male colleagues. Although the South African Constitution and other related legislation prohibits any form of gender discrimination, inequalities and injustices against women still prevail. Women are subjecte…
Teachers’ Perceptions and Experiences of Navigating Continuing Professional Development during the Covid-19 Pandemic
Using social constructivism as a theoretical framework, we examined the perceptions and experiences encountered by South African teachers of their professional development during the COVID-19 pandemic. Translating teacher experiences into explicit learning contexts for learners remains an ongoing pedagogical challenge. For teachers to be effective, they must be prepared for changes and adapt swiftly to changing conditions. The need for pedagogica…
Psychology (7 obras) · Sociology (7 obras) · Political science (6 obras) · Pedagogy (5 obras) · Teacher Education and Leadership Studies (4 obras) · Mathematics education (3 obras) · Perception (3 obras) · Professional development (3 obras) · Qualitative research (3 obras) · Social Psychology (3 obras)