Home ▶ Vol 1, No 1 (2011) ▶ Green

 

1. Knowledge of child development in the interface of theory and practice in foundation phase teacher education
Lara Ragpot
South African Journal of Childhood Education  vol: 7  issue: 1  first page: 6  year: 2017  
doi: 10.4102/sajce.v7i1.501

2. ‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy
Toni Gennrich
Reading & Writing  vol: 7  issue: 2  year: 2016  
doi: 10.4102/rw.v7i2.109

3. Failing to attract males in foundation phase teaching: an issue of masculinities
Deevia Bhana, Shaaista Moosa
Gender and Education  vol: 28  issue: 1  first page: 1  year: 2016  
doi: 10.1080/09540253.2015.1105934

4. Implementing Japanese lesson study as a professional development tool in South Africa
Roy VENKETSAMY, Zijing HU, Erika HELMBOLD, Pritee AUCKLOO
Journal for the Education of Gifted Young Scientists  vol: 10  issue: 3  first page: 349  year: 2022  
doi: 10.17478/jegys.1129982

5. Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections
Kathleen Heugh
Annual Review of Applied Linguistics  vol: 33  first page: 215  year: 2013  
doi: 10.1017/S0267190513000135

6. Patterned Differences in Grade 3 Mathematics Teachers’ Working With Representations Across Two Language Contexts: Implications for Learning Opportunities
Manono Poo
African Journal of Research in Mathematics, Science and Technology Education  vol: 25  issue: 3  first page: 225  year: 2021  
doi: 10.1080/18117295.2021.2004361

7. The importance of education innovation and degree of innovative practices by principals in rural secondary schools in South Africa
Ntsieni Fitzgerald Ramasimu
International Journal of Research in Business and Social Science (2147- 4478)  vol: 12  issue: 7  first page: 561  year: 2023  
doi: 10.20525/ijrbs.v12i7.2668

8. Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome
Colleen du Plessis
Sociolinguistica  vol: 34  issue: 1  first page: 195  year: 2020  
doi: 10.1515/soci-2020-0012

9. Primary Teachers' Experiences Relating to the Administration Processes of High-stakes Testing: The Case of Mathematics Annual National Assessments
Mellony Graven, Hamsa Venkat
African Journal of Research in Mathematics, Science and Technology Education  vol: 18  issue: 3  first page: 299  year: 2014  
doi: 10.1080/10288457.2014.965406

10. How a professional development programme changes early grades teachers’ literacy pedagogy
Faith K. Kimathi, Carol A. Bertram
South African Journal of Childhood Education  vol: 9  issue: 1  year: 2019  
doi: 10.4102/sajce.v9i1.554

11. Investigating teacher learning from a university programme for Foundation Phase teachers
Tabitha G. Mukeredzi, Carol Bertram, Iben Christiansen
South African Journal of Childhood Education  vol: 8  issue: 1  year: 2018  
doi: 10.4102/sajce.v8i1.524

12. Reading as learning in the primary school
Elizabeth Henning
South African Journal of Childhood Education  vol: 6  issue: 1  first page: 6  year: 2016  
doi: 10.4102/sajce.v6i1.504

13. An interactive, multivariate projection model for the alignment of teacher demand and supply for schools in the Gauteng Province of South Africa: A disaggregated approach
Gavin Marchant, Geoffrey Lautenbach
Education as Change  vol: 15  issue: sup1  first page: S143  year: 2011  
doi: 10.1080/16823206.2011.643638

14. Foundation phase teaching as a career choice: Building the nation where it is needed
Nadine Petersen, Gadija Petker
Education as Change  vol: 15  issue: sup1  first page: S49  year: 2011  
doi: 10.1080/16823206.2011.643622

15. Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa
Iben Christiansen, Carol Bertram, Tabitha Mukeredzi
Asia-Pacific Journal of Teacher Education  vol: 46  issue: 5  first page: 511  year: 2018  
doi: 10.1080/1359866X.2018.1461804

16. Positive behaviour support in South African Foundation Phase classrooms: Teacher reflections
Veronica M. Dwarika
South African Journal of Childhood Education  vol: 9  issue: 1  year: 2019  
doi: 10.4102/sajce.v9i1.761

17. Language anxiety caused by the single mode of instruction in multilingual classrooms: The case of African language learners
S. Madonsela
Africa Education Review  vol: 12  issue: 3  first page: 447  year: 2015  
doi: 10.1080/18146627.2015.1110910

18. A Change of Perspective: Seeing Through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom
Kerryn Dixon
Studies in Philosophy and Education  vol: 32  issue: 3  first page: 273  year: 2013  
doi: 10.1007/s11217-012-9347-y