Publications and conference papers

Articles

Henning E . 2013. South African research in mathematical cognition and language in childhood: Towards an expanded theoretical Framework. South African Journal of Childhood Education, 3(2),  56 - 76

Henning E. 2013. Teachers’ Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge? Perspectives In Education 34(4). (In press)

Arndt, D  Sahr K, Opferman M, Leutner D &  Fritz  A. 2013.Core knowledge and working memory as, prerequisites of early school arithmetic. South African Journal of Childhood Education, 3(1), 1-20

Fritz  A, Ehlert A, Balzer, L  2013.  Development of mathematical concepts as basis, for an elaborated mathematical understanding South African Journal of Childhood Education, 3(1),  22 - 38

Langhorst P,  Ehlert A,  Fritz A. 2013. Realising pre-school mathematical education in a development-oriented math programme with, special consideration of  phonological language processing aspects. South African Journal of Childhood Education, 3(1),   39-68.

Ehlert A, Fritz, A. 2013. Evaluation of maths training programme for children with learning difficulties. South African Journal of Childhood Education, 3(1),   101-117

Henning E. 2013 Forging a research community of practice to find out how South African children make their world mathematical. South African Journal of Childhood Education, 3(1),   118-155.

De Beer J & Henning E. 2013.  Uitdagings in die onderrig van evolusie in die lewenswetenskappeklaskamer (Challenges in the teaching of evolution in the science classroom). South African Journal for Science and technology. 32(1) online.

Henning, E. (2012). Learning Concepts, Language, and Literacy in Hybrid Linguistic codes: the Multilingual maze of Urban Grade 1 Classrooms in Perspectives in Education, 30(3)

Henning, E. & Dampier, G. (2012).  Linguistic liminality in the early years of school: Urban South African children ‘betwixt and between’ languages of learning: South African Journal of Childhood Education 2(1  ), 101-120

Van der Vyver, S. (2012). Methodology and Theory in a Rural ECD Research Project: Capturing Mogwase in ‘Becoming’: South African Journal of Childhood Education 2(1), 141-159

Dampier, G. & Mawila, D. (2012). Test items and translation: capturing early conceptual development in mathematics reliably? South African Journal of Childhood Education 2 (2), 35-37

Gravett, S. (2012). Crossing the “theory-practice divide’: Learning to be(come) a teacher. South African Journal of Childhood Education 2(2 ), 1-14

Dampier, G. (2012). The (f)utility of additive bilingualism in South African education. Education as Change: Journal of Curriculum Research 16 (1), 69-81

Fitzpatrick, C. (2012). What if we considered a Novel Dimension of School Readiness? The Importance of Classroom Engagement for Early Child Adjustment to School. Education as Change: Journal of Curriculum research 16 (2 ), 333-353

Morgan, K and Henning, E. 2011. How school history textbooks position a textual community through the topic of racism, Historia, Vol. 56 (2), 169-190.

Henning, E. and Gravett, S. 2011 Pedagogical craft and its science: Janus-faced in pre-service teacher education. Education as Change Vol 15(S1), S21-S33

Petersen, N. and Petker, G. 2011 Foundation phase teaching as a career choice: Building the nation where it is needed. Education as Change Vol 15(S1), S49-S61

Ragpot, L. 2011 Assessing student learning by way of drama and visual art: A semiotic mix in a course on cognitive development. Education as Change Vol 15(S1), S63-S78

Gravett S, Henning E, and Eiselen R. 2011 New teachers look back on their university education: Prepared for teaching, but not for life in the classroom. Education as Change Vol 15(S1). S123-S142t

Bergman, M 2010. On concepts and paradigms in mixed methods research. Journal of Mixed Methods Research Vol 4(3),

Hues H; Morgan, K.E 2010.  The raising of the flag in 'Volkstaat' Orania: perspectives on a school ceremony. Education as Change Vol 14(1), 33-46

Morgan, KE 2010 Scholarly and values-driven objectives in two South African school history textbooks: an analysis of topics of race and racism Historical Social Research - Historische Sozialforschung Vol 35(3  ), ISI

Morgan, KE 2010 Reflexive grappling with theory and methods of text analysis: race and racism represented in history textbooks. South African Historical Journal Vol 62(4), ISI

Henning, E. and Petersen, N. 2010 Design refinement tools for a teacher education curriculum: the example of a service learning course. Perspectives in Education Vol 28(4), ISI

Dunbar-Krige, H. ,Pillay, J. and Henning, E. 2010 (Re-)positioning educational psychology in high-risk school communities. Education as Change Vol 14(S1), ISI

Seligman, J. and Gravett, S. 2010 Literacy development as ‘a marginalised pedagogical service enterprise’ or as a social practice in the disciplines? Education as Change Vol 14(1),107-120

Conference papers

SYMPOSIA

European Association of Research on Learning and Instruction (EARLI) - Germany 2013

Symposium at the 15th Biennial Conference of the European Association of Research on Learning and Instruction (EARLI), Munchen: 27 Aug – 1 Sept).

TOPIC: The symposium papers all focused on the research on mathematics in the foundation phase at the University of Johannesburg.

Discussant:  D Leutner.

Papers: (www.earli2013.org) Testing the Mathematical Competence of Young Children In Germany and South Africa. Interkultureller Vergleich der Entwicklung Arithmetischer Konzepte im Vorschulalter . Henning E, Balzer, L, Ehlert, A  & Ragpot, L. 2013.

Empirical insights into the MARKO D in Germany and South Africa

Development of mathematical concepts in a longitudinal study –  Validation of a developmental model of mathematical concepts. Ehlert A & Fritz.A

A Developmental Stage Model for Arithmetical Development in age four to eight Fritz A, Ehlert A & Balzer, L

American Education Research Association [AERA] – San Francisco, USA (2013)

TOPIC: Innovation in Preservice Teacher Education in South Africa: Towards Intellectual and Material Poverty Reduction 

Sponsor: Division K - Teaching and Teacher Education

Section 5: Preservice Teacher Education Coursework: Practices to Improve Teacher Knowledge, Understanding, and Application of Subject Matter, Content, and Pedagogical Practices

Chair: Elizabeth Henning (University Of Johannesburg)

Discussant: Catherine Snow (Harvard University)

Abstract
Inquiries into a new elementary school (foundation phase) teacher education programme at a large comprehensive university shed light on ways to advance the intellectual lives of students who come from impoverished educational backgrounds. As part of a nation-wide research and development programme for the advancement of pre-service teacher education, with grant support from the EU, this programme shows how African students appropriate semiotically varied courses, learn from the lab school on campus to identify the theory-practice divide in their studies, use indigenous and local knowledges to enrich their learning trajectories, grapple with English as language of theory, and develop pride in a profession that has lost much of its status in post-apartheid South Africa.

Session Participants:

Teachers Look Back: Did the University Prepare Me? [Sarah Gravett (University of Johannesburg ), Elizabeth Henning (University Of Johannesburg )

Playing Out Theories of Cognitive Development: Student Teachers Learning With Theatre and Dance Lara Ragpot (University of Johannesburg)
Academic Writing and Reading for English Language Learners in Teacher Education [Nadine Petersen (University of Johannesburg ), Judy Seligmann (Centre for Education Practice Research UJ)

Service-Learning in a New Teacher Education Program: Beyond Work Integration to an Ethic of Care Gadija Petker (University of Johannesburg ), Nadine Petersen (University of Johannesburg )

Towards Social Cohesion in a Field Excursion for Undergraduate Education Students Josef De Beer (University of Johannesburg), Helen Dunbar-Krige (University of Johannesburg)

 

INDIVIDUAL PRESENTATIONS

Conference: Early Childhood Development, Numeracy Education - 2013

Henning, E. (2012). Research in language and conceptual development in the foundation phase. Invited keynote address presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Henning, E, Dampier, G. & Mawila, D. (2012). Research on learning in the foundation phase. Workshop presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Dampier, G. & Mawila D. (2012). Testing Mathematical Concepts in the Foundation Phase. Paper presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Dampier, G. (2012). The concept of number in foundation phase: Grade 1 learners’ perspective.
Paper presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Ragpot, L. (2012). Multi-modal assessment and ‘bootstrapping’ in a course on cognitive development in childhood. Paper presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Petker, G. (2012). Book clubs and blogs as a service-learning project: learning communities in a pre-service teacher education programme. Paper presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Van der Vyver, S. (2012). ECD curriculum development in a rural settlement. Paper presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University

Peter, K. (2012). Literature circles and dialogic teaching as heuristic tools in a methodology course. Paper presented at the conference: Early Childhood Development, Numeracy Education. Rhodes University