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Africa Education Review is a peer-reviewed journal published by Taylor & Francis, covering Teacher Education and Leadership Studies, Online and Blended Learning, Education Systems and Policy.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Africa Education Review 12 (3): 45–58.
Formats any DOI in Africa Education Review style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Online and Blended Learning Education Systems and Policy Collaborative Teaching and Inclusion Poverty, Education, and Child Welfare |
| ISSN | 1753-5921 |
| Citation impact (2-yr) | 0.64 |
| h-index | 37 |
| i10-index | 224 |
| Total citations | 7,052 |
| Top institutions publishing here | University of South Africa |
| Journal website | www.informaworld.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract Practical teaching forms an integral part of teacher training. Teacher education programmes at the University of South Africa (Unisa) are no exception. However, there are two sides to this coin. On the one side, research studies led to the conclusion that teaching practice is a valued and a very necessary part of teacher education…
Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR)…
The curriculum is a critical element in the transformation of higher education, and as a result, I argue for the inclusion of what I refer to as an African epistemic in higher education curricula in South Africa. In so doing, attention is directed at the decolonisation of the curriculum in higher education in South Africa,…
Notwithstanding the benefits that information and communications technology (ICT) offers to learning processes, the majority of learners in rural and township areas in South Africa either do not have access to computers and the internet, or they lack sufficient skills to exploit the benefits of ICT. This lack of skills and access to computers may…
Abstract This article discusses data from a case study involving Grade 8–12 teachers in 14 classrooms. In all the schools that were identified, one teacher from each of the schools was identified for interviewing. After the interview the teacher was used as an ‘informant’ to identify other teachers who could provide additional information on the…
