No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

The main aim of this study is to review critically the changing nature, role and status of the history of education as a field of study in teacher education courses in South Africa, Britain and the USA. While the British and American situations have had direct influence on the theory and practice of the history of education in English language universities in South Africa, this influence has been shaped and modified by local circumstances, significantly so since the education crisis of 1976. The study seeks to clarify several fundamental questions about the history of education, including its relationship with other fields of educational study and its place in the intellectual preparation of teachers. Such questions are examined in the general contexts of the British, American and South African historiographies of education as well as in the context of the teacher education curriculum as it is shaped by the acid-political context. In the three countries being studied, teacher education has become a matter of urgent concern. One result has been a rethinking of the place of educational theory, which inevitably involves a reconsideration of the place of history of education.

No description available.

Existing studies have defined and assessed (a) disciplinary literacy, (b) mathematical literacy, and (c) general academic language. However, there is a need to define and assess teachers’ use of mathematics’ discipline-specific language (MDL), particularly elementary school teachers’ use of MDL. The purpose of this study was twofold. First, I defined MDL, developed an instrument to measure it, and tested it with a specific population. Second, after validating the instrument, I used it to analyze the characteristics of teachers’ use of MDL. This analysis was based on data collected from a sample of pre-service elementary teachers who were enrolled in the same special education graduate program. The iterative development of the instrument resulted in an MDL scale (MDLS) that included 20 items rated on a 4-point Likert-like scale distributed between three distinct MDL categories: technical language, symbolic language, and visual language. Validity of the MDLS was confirmed using the set of 211 video recordings and corresponding lesson plans of mathematics lessons taught by pre-service special education elementary teachers. This research led to a modified MDL framework that indicated five distinct factors: technical language precision/explicitness, technical language fluency, symbolic language, visual language precision, and visual language fluency. Results highlighted varying levels of MDL use among elementary school teachers, with symbolic language use being particularly limited.