| Authors | Publication Title | Journal / Publisher | Output Type | Year |
|---|---|---|---|---|
| Uys, M. | Analysing Pedagogical Content Knowledge for the Inclusion of Queer Identities: Tertiary Language for Education Lecturers' Perspectives | Athens Journal of Social Sciences | Article | 2026 |
| Romylos, S., Denton, C., Kruger, J., Bansen, C., Annandale, M. & Uys, M. | Narrowing the theory-practice gap in English teaching through service-learning | Conference: VII Service-Learning Researchers' Symposium | Conference Proceeding | 2026 |
| Pedro, S., Esterhuizen, S. & Koen, M. | A 21st century perspective on reading instruction | AOSIS | Book Chapter | 2025 |
| Nxumalo, N. & Wood, L. | A critical action learning approach to developing the capabilities of NEET youth in South Africa | Action Learning: Research and Practice | Article | 2025 |
| Kirimi, M.L. & Wood, L. | Amplifying the voice of adolescent girls to improve school attendance during menstruation | PRISM: Casting New Light on Learning, Theory and Practice | Article | 2025 |
| Masunungure, A. & Maguvhe, M. | Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools | Journal of Multicultural Education | Article | 2025 |
| Koen, M., Esterhuizen, S., Matu, P. & Pedro, S. | Concluding reflections: Supporting communities through early childhood education for sustainable development | AOSIS | Book Chapter | 2025 |
| Modiba, R. & Masunungure, A. | Exploring the support needs of teachers in full-service schools to promote inclusion | Education Applications & Developments | Book Chapter | 2025 |
| Ngema, V. & Wood, L. | Improving the quality of early childhood care and education centres in low-income communities: A PALAR approach. In M. Koen, S. Esterhuizen, P. Matu, & S. Pedro (Eds.), Early childhood education for sustainable development in communities (NWU Community-based Educational Research Series | AOSIS Books | Book chapter | 2025 |
| Masunungure, A., Makhalemele, T., Modiba, R.M. & Madiba, O. | Inclusion of learners with barriers to learning in mainstream schools: a psycho-social support intervention | Conference Proceeding | Conference Proceeding | 2025 |
| Uys, M., Romylos, S. & Nel, C. | Inclusion of queer curricula in language education: A transformative teaching and learning framework | Proceedings of the International Conference on LGBT studies | Conference Proceeding | 2025 |
| Coghlan, D., Abbott, C., Hauser, B., Pedler, M. & Wood, L. | Journeys in action learning: career reflections and lessons for the next generation. | Action Learning: Research and Practice | Article | 2025 |
| Malan, M., Wood, L. & Koen, M. | Learner-centredness, partnerships and PALAR: A triad of transition in a special needs education context for sustainable development. | AOSIS | Book chapter | 2025 |
| Breytenbach, T., Marais, E. & Botha, C. | LEGO® Play boxes as a resource in Grade R Early Childhood Communities. Marais, E., Botha, C. and Breytenbach, T. In Early Childhood Development in communities of practice, Eds Koen, MP Esterhuizen, SE, Pedro, S and Matu PM. | AOSIS. | Book chapter | 2025 |
| Uys, M. & Romylos, S. | More Sins Were Committed Than Anticipated: Analysing the Threat of Religious Zealotry in Winterson’s Oranges Are Not the Only Fruit (1985) | Proceedings of the International Conference on LGBT studies | Conference Proceeding | 2025 |
| Bruwer, S., Wood, L. & Taylor, B. | Planting Seeds of Resilience in South Africa's ECCE through Local Hubs and Collaboration | European Early Childhood Education Journal | Article | 2025 |
| Esterhuizen, S., Mohosho, N. & Uys, M. | Practitioners' perceptions of nature play in ECE for sustainable development | AOSIS | Book chapter | 2025 |
| Botha, C. | Pre-service teachers’ experience with writing lesson outcomes at a South African university: an emerging reflective awareness. | African Journal of Teacher Education | Article | 2025 |
| Muller, I. | Project-based teaching, citizen science and Education for Sustainable Development - a sound partnership to youth-centered teaching and learning. | AOSIS | Book Chapter | 2025 |
| Keating, J. | Promoting language for sustainable development in an early childhood care and education centre | AOSIS | Book Chapter | 2025 |
| Pedro, S., Esterhuizen, S. & Koen, M. | Reading Instruction to Promote Sustainable Development: A Collaborative Approach in a South African Grade 1 Classroom | International Perspectives on Early Childhood Education and Development | Book Chapter | 2025 |
| Kruger, J., Kaiser, K., Reyneke, M. & Botha, C. | Social-emotional competence and personality traits as key drivers for student teacher well-being in a VUCA world. | Journal of Student Affairs in Africa | Article | 2025 |
| Uys, M. | South African Educators and Queer-Themed Curricula: Exploring Willingness, Challenges, and Negotiations in Language Classrooms | Proceedings of iFeARP World International Conference Port Louis, Mauritius, 21st–22nd August 2025, 7–15 | Conference Proceeding | 2025 |
| Botha, L., Botha, C., Louw, H., Rens, J. & Mayimele, R. | Spiritual and religious development of learners amidst the COVID-19 pandemic’, MJ Malindi, J Hay & T Makhalemele (eds.), Towards a holistic approach to support learners at risk of interrupted development: Midst- and post-COVID-19 interventions, AOSIS Books, Cape Town, pp. 85–104. ISBN-13 (15)978-1-77995-303-2. https://doi.org/10.4102/aosis.2023.BK412.05 | 2025 | ||
| Koen, M. & Esterhuizen, S. | STEAM activities to advance SDG4 in early years by making items from recycles materials | Routledge | Book chapter | 2025 |
| Theron, H. & Koen, M. | Storytelling in communities | AOSIS | Book chapter | 2025 |
| Muller, I. | Storytelling, a teaching technique to infuse indigenous knowledge in Physical Science pre-service teacher training. | European Journal of Mathematics and Science Education | Article | 2025 |
| Makhalemele, T. & Masunungure, A. | Strategies of Support for Inclusive Teaching and Learning in Higher Education | Emerald Publishing | Book Chapter | 2025 |
| Koen, M., Esterhuizen, S., Theron, H., Mohosho, N. & Lunga, P. | Supporting holistic well-being in the early years during a pandemic and beyond. | AOSIS | Book chapter | 2025 |
| Madiba, O. & Masunungure, A. | Teachers’ challenges in navigating the provision of support to learners with special needs: Mainstream rural schoolteachers’ perspective | Education Applications & Developments | Book Chapter | 2025 |
| Heystek, S.E., Richter, B.W., Muller, I. & Golightly, A. | The implementation of problem-based learning in education for sustainable development: pre-service teachers' voices. | International research in Geographical and Environmental Education. | Article | 2025 |
| Taylor, B. & Neethling, M. | The importance of sustainability for motor development in early childhood: A collaborative study | 2025. Volume 2. NWU Community-based Educational Research Series Early childhood education for sustainable development in communities Mariëtte Koen, Stef Esterhuizen, Pumla Matu, Skyler Pedro (Volume editor). https://books.aosis.co.za/index.php/ob/catalog/book/512 |
2025 | |
| Jama, P., Wood, L. & Nkomo, A. | The power (and caveats) of body mapping as a visual methodology with vulnerable youth | Qualitative Research Journal | Article | 2025 |
| Lunga, P. | The role of early childhood managers to support play-based learning for sustainable development in the early years | AOSIS | Book chapter | 2025 |
| Marais, E. & Botha, C. | Using LEGO® Six Bricks® as an educational resource to address challenges pre-service teachers face during school-based teaching practice . | African Journal of Teacher Education | Article | 2025 |
| Pedro, S., Esterhuizen, S. & Koen, M. | Using the Active View of Reading for reading instruction in Grade 1 | AOSIS | Book chapter | 2025 |
| Breytenbach, T., Marais, E., Botha, C. & Coertzen, F. | Utilising LEGO Six Bricks to enhance the pedagogy of pre-service teachers in South Africa. | Journal Pedagogy | Article | 2025 |
| Coertzen, F., Marais-Botha, R. & Marais, E. | Utilising LEGO® to teach STOMP(I): Play-based pedagogy in Afrikaans Additional Language education | AOSIS | Book chapter | 2025 |
| Denton, C., Romylos, S. & Uys, M. | "We're going to sit with a generation [of learners] who cannot even construct a CV because they can't bloody read": Reading interventions by English teachers | Journal of Education, | Article | 2024 |
| Steyn, J., Koen, M. & Theron, H. | A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase | Perspectives in Education | Journal article | 2024 |
| Jama, P. & Lunga, P. | A collaborative approach to enhance quality education in Foundation Phase inclusive classes in South Africa. | African Journal of Teacher Education, | Article | 2024 |
| Muthukrishna, N. & Engelbrecht, P. | A reflexive critique of inclusive education policy and practice in South Africa: towards a decolonising, transformative praxis. | Africa Education Review | Article | 2024 |
| Sebele, F., Wood, L., Toit, D.A. | Adopting place-based learning as a pedagogical strategy in textile technology teacher education | Journal of Consumer Sciences | Article | 2024 |
| Rothmann, I., Swart, H., Plessis, D.M., Valcke, B., Esterhuizen, S., Kloppers, M., Mynhard, E., Ndlovu, S., Sekwena, E. & Hiel, V.A. | An empirical investigation of ethnic-cultural procedural fairness effects and thei boundary condition among three societal groups in South Africa | Journal of ethnic and migration studies | Article | 2024 |
| Wood, L., Botha, W.R., Bouwman, B.B., Coetzee, H., Moolman, A. & Venter, K. | Bridging knowledge cultures in rural health education: the Trompsburg project at the South African (North) K4C Hub. In W. Lepore, B. Hall, & R. Tandon (Eds.), Bridging knowledge cultures; Rebalancing power in the co-construction of knowledge | Brill Academic Publishers | Book chapter | 2024 |
| Taylor, B. | Challenges experienced in early childhood care and education centres to promote quality education: The view of practitioners as co-researchers for sustainable development | 2024. Volume 1. NWU Community-based Educational Research Series Collaborative community partnerships across education settings Luiza O de Sousa, Mariëtte P Koen (Volume editor). https://books.aosis.co.za/index.php/ob/catalog/book/432 |
2024 | |
| Marais, E., Marais-Botha, R. & Coertzen, F. | Constructing an Artificial-Intelligence Higher Education Environment: Guidelines for the Future. | Helsinki University Press | Book chapter | 2024 |
| Fourie, S. & Wood, L. | Die bevordering van emosionele welstand van die LSOB-onderwyser – ‘n deelnemende aksienavorsingsbenadering | Litnet Akademies | Article | 2024 |
| Taylor, B. & Neethling, M. | Enhancing postgraduate research through CBPR and participatory action research learning | COMBER conference | Conference proceeding | 2024 |
| Wood, L. & Esterhuizen, S. | Enhancing the wellbeing of Early Childhood Education practitioners working in resource-constrained contexts | South African Journal of Childhood Education | Article | 2024 |
| Engelbrecht, P. & Rens, J. | Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study. |
Perspectives in Education | Article | 2024 |
| Malan, M., Wood, L. & Koen, M. | Exploring school support stakeholders’ perceptions in identifying learning barriers: the case study of selected rural schools in the Eastern Cape | Perspectives in Education | Article | 2024 |
| Masunungure, A. & Modiba, R. | Exploring the influence of linguistic diversity on the academic performance of learners: teachers’ perspectives | (In Oosthuizen, IJ, Van der Walt, JL & Hove, LM). Stumbling Blocks on the way to Effective Education in the Global South. | Book Chapter | 2024 |
| Modiba, R. & Masunungure, A. | Exploring the support needs of teachers in inclusive schools | Education and New Developments 2024 Volume II. ISSN (electronic version): 2184-1489. ISSN (printed version): 2184044X. ISBN: 978-989-35728-0-1. https://doi.org/10.36315/Education-and-New-Developments_2024_Vol_II | Conference proceeding | 2024 |
| Wood, L., Botha, W.R., Bouwman, B.B., Coetzee, H., Moolman, A. & Venter, K. | Frameworks for actioning positive and sustainable change in higher education. In L. Wood & O. Zuber-Skerritt (Eds.), Shaping the future of higher education: Positive and sustainable frameworks for navigating constant change | Helsinki University Press | Book chapter | 2024 |
| Esterhuizen, S. & Taylor, B. | Health and nutrition in ECD | JUTA | Book chapter | 2024 |
| Masunungure, A., Baloyi-Mothibeli, A.S., Mukuna, K.P.M. & Jama, P. | Inclusive Education and Training to Deal with Special Needs Children | (In Okeke, C, Ebrahim, Mzoli, M & Koen, M). Early Childhood Professional Development: An African Perspective | Book chapter | 2024 |
| Walton, E. & Engelbrecht, P. | Inclusive education in South Africa: path dependencies and emergences | International Journal of Inclusive Education | Article | 2024 |
| Wood, L. & Zuber-Skerritt, O. | Incorporating education for sustainable development through community-based education in the Foundation Phase, in LO de Sousa & MP Koen (eds.), Collaborative community partnerships across education settings, in NWU Community-based Educational Research Series | AVARSITY Books | Book chapter | 2024 |
| Wood, L. & Zuber-Skerritt, O. | Learner-centredness, partnerships and participatory action learning and research: A triad of transitioning in a special needs education context for sustainable development in LO de Sousa & MP Koen (eds.), Collaborative community partnerships across education settings, in NWU Community-based Educational Research Series | AVARSITY Books | Book chapter | 2024 |
| Madiba, O. & Masunungure, A. | Navigating the provision of support to learners with special needs in rural mainstream schools: teachers’ challenges | Conference Proceeding | Conference Proceeding | 2024 |
| Esterhuizen, S. & Taylor, B. | Nutrition and health in early childhood development | Early Childhood Professional Development: An African Perspective. Okeke, C, Ebrahim, H., Mncanca,M. & Koen, M. https://juta.co.za/catalogue-details/early-childhood-professional-devel… | Book Chapter | 2024 |
| Esterhuizen, S. | Outdoor play in early childhood for sustainable development: Parent-practitioner collaboration | AOSIS | Book chapter | 2024 |
| Makhalemele, T., Mayimele, R.R. & Jama, P.P. | PERSPECTIVES OF LEARNERS IN MAKING SCHOOLS MORE INCLUSIVE SPACES. | Conference Proceedings | Conference Proceeding | 2024 |
| Swart, S., Reyneke, M., Romylos, S. & Dudu, W. | Physical Science teachers' use of reading strategies in a South African context | A Journal for Language Learning: Per Linguam | Article | 2024 |
| Koen, M. | Positive Education for Realising Sustainable Development Goal 4 for all Children. | Springer | Book chapter | 2024 |
| Wood, L. & Neethling, M. | Professionalising ECCE in South Africa is not child’s play! Determining skills gaps and implications for future sector development. | European Early Childhood Education Research Journal | Article | 2024 |
| Wood, L. & Zuber-Skerritt, O. | Shaping the future of higher education: Positive and sustainable networks for navigating constant change. | Helsinki University Press. | Edited and authored peer reviewed books | 2024 |
| Masunungure, A. & Maguvhe, M. | Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools | South African Journal of Education, 44(3).. | Article | 2024 |
| Esterhuizen, S., Koen, M., Lunga, P. & Uys, M. | Strenghtening the capacity for play-based learning in ECCE through a collaborative approach between stakeholders: A PALAR approach | ETDP/SETA | Book chapter | 2024 |
| Masunungure, A. & Makhalemele; T | The effects of the Covid-19 pandemic on learner assessment in primary schools in Sedibeng District | (In Oosthuizen, IJ, Van der Walt, JL & Hove, LM). Stumbling Blocks on the way to Effective Education in the Global South. | Book Chapter | 2024 |
| Wood, L. & Zuber-Skerritt, O. | The why, what, and how of actioning change in higher education. In L. Wood & O. Zuber-Skerritt (Eds.), Shaping the future of higher education: Positive and sustainable frameworks for navigating constant change | Helsinki University Press | Book chapter | 2024 |
| Koen, M. & Esterhuizen, S. | Using STEAM-activities from recycled items to advance SDG4 in the early years. | Routledge | Book chapter | 2024 |
| Botha, L., Botha, C., Louw, H., Rens, J. & Mayimele, R. | ‘Spiritual and religious development of learners amidst the COVID-19 pandemic’, MJ Malindi, J Hay & T Makhalemele (eds.), Towards a holistic approach to support learners at risk of interrupted development: Midst- and post-COVID-19 interventions, | AOSIS. | Book chapter | 2023 |
| Taylor, B., Keating, J. & Esterhuizen, S. | Challenges Influencing the Development of Young Children in ECCE Centres in a South African Context | ECEERA International COnference proceeding | Conference proceeding | 2023 |
| Makhalemele, T., Jama, P., Masunungure, A. & Modiba, R. | COVID-19 and the academic development of learners: The need for targeted interventions. In M.J Malindi, J. Hay & T. Makhalemele. (2023). Towards a holistic approach to support learners at risk of interrupted development: Midst- and post-COVID-19 interventions. | Aosis | Book Chapter | 2023 |
| Makhalemele, T. & Jama, P. | COVID-19 impact on support services in South African full-service schools: Views of support structures | South African Journal of Education | Article | 2023 |
| Makhalemele, T., Jama, P., Masunungure, A. & Modiba, R. | Disability, inclusion, equity, social justice, and school effectiveness. In T.M Makoelle, R. Mestry & P. Du Plessis. (2023). Schools Effectiveness and Schools Improvement in South Africa. | Cambridge Scholarship publishing | Book Chapter | 2023 |
| Kock, D.M., Marais, E. & Botha, C. | Enhancing pedagogy for teaching visual arts in the South African Foundation Phase classroom: a Collaborative endeavour. | Journal of Education, | Article | 2023 |
| Kahts-Kramer, A. & Wood, L. | Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa. | Action Learning: Research and Practice | Article | 2023 |
| Mabiletja, M. & Ngcobo, M. | Language planning in the context of complex multilingual schools. | ScienceRise | Article | 2023 |
| Wood, L., Kahts-Kramer, S., R. & Neethling, M. | Lessons learnt from facilitating action learning with youth facing multiple adversities. | Educational Research for Social Change | Article | 2023 |
| Joubert, C. | Life orientation teachers’ perspectives on a pastoral approach to the topic: “Development of the self in society”. | South African Journal of Education | Article | 2023 |
| Sebele, F., Wood, L., & Toit, D.A. | My living-educational-theory of Place-Based Learning as a means to move towards a more socially just pedagogy in teacher education. | Educational Journal of Living Theories | Article | 2023 |
| Esterhuizen, S., Uys, M. & Mohosho, N. | Parent-practitioner collaboration to support sustainable education in early years education | Educational research for social change (ERSC) | Article | 2023 |
| Masunungure, A. & Maguvhe, M. | Paving Ways for Effective Inclusion in Selected Mainstream Secondary Schools in Gauteng Province, South Africa. | International Journal of Learning, Teaching and Educational Research | Article | 2023 |
| Muller, I. | Photovoice methodology to promote Education for Sustainable Development. | South African Journal of Higher Education | Article | 2023 |
| Kahts-Kramer, S. & Wood, L. | Professional development for physical education teachers: A participatory approach to identifying learning needs | South African Journal of Education | Article | 2023 |
| Joubert, C. | Reflections of South African educators on the enablement of at-risk learners with protective systems via the Read-me-to-Resilience intervention. | South African Journal of Education | Article | 2023 |
| Botha, C., Marais, E. & Reyneke, M. | Self-Authorship: A Pedagogical Tool for Pre-Service Teachers to Develop (Pre)Professional Identity | Education Studies | Article | 2023 |
| Muller, I. & Beer, J.D. | The Science teacher as a reflective practitioner and researcher. | Van Schaik | Book Chapter | 2023 |
| Neethling, M., Engelbrecht, P. & Wessels, E. | The status of inclusive education in South Africa and a look to the future | Emerald Publishing Limited | Book Chapter | 2023 |
| Wood, L. | Transformation in early childhood education: proposing a community-based approach | European Early Childhood Education Research Journal | Article | 2023 |
| Masunungure, A., Lunga, P. & Jama, P. | Embracing learners' cultural identity in the early years to enhance education for sustainable development | Journal of Education | Article | 2025 |
| Jama, P. & Mayimele, R. | Work-integrated learning excursions: Equipping Foundation Phase student teachers with skills in valuing and accommodating diversity. In A. Du Toit & N. Petersen ‘The affordances of excursions in promoting self-directed learning and providing first-year students with a sense of belonging’ | Article | 2025 | |
| Kruger, J., Rens, J. & Louw, H. | Thinking with Mr Tortoise: indigenous SOuth African children's narratives in the curriculum |
International Journal of Education in Art |
Article | 2024 |
| Botha, L., Rens, J., Louw, H. & Botha, C. | Spiritual development of learners amidst the Covid-19 pandemic and ways to intervene. |
AOSIS | Book Chapter | 2023 |
| Rens, J. | The implementation of the CAPS for severeky intellectual disabled learners- a success story? |
International Journal of inclusive Education (2023) |
Article | 2023 |
| Malindi, M.J., Hay, J. & Makhalemele T. | TOWARDS A HOLISTIC APPROACH TO SUPPORT LEARNERS AT RISK OF INTERRUPTED DEVELOPMENT: Midst-and post-COVID-19 interventions | AOSIS (Pty) Ltd | Book Chapter | 2023 |
| Wood, L. & Kahts-Kramer, S. | But how will you ensure the objectivity of the researcher?’ Guidelines to address possible misconceptions about the ethical imperatives of community-based research. | Research Ethics | Article | 2022 |
| Wood, L. | The affordances of PAR for a school-community partnership to enhance learner support in socio-economically challenged communities | Action Research | Article | 2021 |
