Open Journal for Educational Research

39-52

Authors: Jason P. Herron & Maeghan Nichole Hennessey

The purpose of this study is to examine organizational decision-making processes of problem-solving groups. This experimental design study utilized a case study method bounded by a fictional problem-solving scenario to illicit problem solving in groups. Fourteen undergraduate pre-service teachers were placed into six groups and given 45 minutes to create a collaborative solution to the problem-solving scenario. Data sources consisted of group observations and focus group interviews. Data were analyzed using an inductive thematic technique. Results indicated seven themes that illuminate the nature of the group’s organization of cognitive processes and possible solutions. The results of this study may help understand how groups organize information, solutions, and cognitions in a complex group decision-making environment.

67-80

Authors: Ntokozo Mthembu

The post-apartheid era in South Africa was intended to be a period in which to redress past injustices in almost all social spheres, including education, particularly in terms of curriculum transformation to include African-centered knowledge systems. However, research reveals the limitations posed by compensatory education, particularly when it comes to the provision of skills that instil self-reliance abilities. In attempting to gain a better understanding of such experiences, the qualitative research design was used to collect data by conducting face-to-face interviews with young people residing in the labor reserves in South Africa. Findings indicate that although some individuals possess certain academic qualifications, such qualifications tend to be limited in securing their livelihoods. Based on these findings, it is recommended that the curriculum incorporate the African knowledge systems to offer alternatives to assess the untapped skills that could be useful to individuals to secure their daily life needs.

95-108

Authors: Isaac Frausto Hernandez

This article aims to highlight how those who have migrated between both Mexico and the United States, and whom will be referred to as transnationals, arrive to an understanding of their professional identity developing as English teachers throughout central Mexico. A qualitative approach was selected to explore the lived epistemologies of the participants and the construction and reconstruction of their professional identity through phenomenology. The data suggests that the past migrating experiences of the participants play a crucial role in how they are viewed within their English teaching practice.