Section Details


Original Research

 
Issue Title
 
Vol 14, No 1 (2024) Managing challenging behaviours in Grade 3 learners post-COVID-19 Abstract   HTML   EPUB   XML   PDF
Melissa S. Van Rensburg, Janet L. Condy, Peter K.M. Nyewe
 
Vol 14, No 1 (2024) Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners Abstract   HTML   EPUB   XML   PDF
Kaylianne Aploon-Zokufa
 
Vol 14, No 1 (2024) Fostering creativity in kindergarten: The impact of collaborative project-based learning Abstract   HTML   EPUB   XML   PDF
Parwoto Parwoto, Sitti N. Ilyas, Muhammad Y. Bachtiar, Kartini Marzuki
 
Vol 14, No 1 (2024) The challenge of incorporating new methods: The case of group guided reading in South Africa Abstract   HTML   EPUB   XML   PDF
Ntsikohlanga Anthony Kitsili, Sarah R. Murray
 
Vol 14, No 1 (2024) South African COVID-19 school closures: Impact on children and families Abstract   HTML   EPUB   XML   PDF
Sadiyya Haffejee, Thandi M. Simelane, Anita Mwanda
 
Vol 14, No 1 (2024) Mathematics in South Africa’s Intermediate Phase: Music integration for enhanced learning Abstract   HTML   EPUB   XML   PDF
Marna Hendriks, Sonja Cruywagen
 
Vol 14, No 1 (2024) Positive effects of a 9-week programme on fundamental movement skills of rural school children Abstract   HTML   EPUB   XML   PDF
Mere Idamokoro, Anita E. Pienaar, Barry Gerber, Maria M. van Gent
 
Vol 14, No 1 (2024) Elementary teachers’ perspective on Nearpod in flipped classrooms Abstract   HTML   EPUB   XML   PDF
Elfia Sukma, Syahrul Ramadhan, Inti Ikhlasani
 
Vol 14, No 1 (2024) Global proficiency framework: Analysis of national and Colleges of Education curricula in Ghana Abstract   HTML   EPUB   XML   PDF
Marlene Amusuglo, Antonín Jančařík
 
Vol 14, No 1 (2024) No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape Abstract   HTML   EPUB   XML   PDF
Kelly A. Long, Tracy N. Bowles
 
Vol 14, No 1 (2024) Enhancing the well-being of early childhood education practitioners working in resource-constrained contexts Abstract   HTML   EPUB   XML   PDF
Lesley Wood, Stef Esterhuizen
 
Vol 14, No 1 (2024) Early childhood development educators’ perceptions of learners’ readiness for Grade R Abstract   HTML   EPUB   XML   PDF
Ngami P. Pewa, Jabulile Mzimela
 
Vol 14, No 1 (2024) Implementing play pedagogies within rural early childhood development centres: Practitioners’ views Abstract   HTML   EPUB   XML   PDF
Mmakgabo A. Selepe, Mahudi M. Mofokeng, Blanche N. Hadebe-Ndlovu
 
Vol 14, No 1 (2024) Supporting good outcomes for early childhood home-visiting programmes: Guidelines for practice Abstract   HTML   EPUB   XML   PDF
Kim Schmidt, Pius T. Tanga
 
Vol 14, No 1 (2024) The effectiveness of Grade 3 teachers’ implementation of poetry through play pedagogies Abstract   HTML   EPUB   XML   PDF
Charity Z. Fynn, Blanche Ndlovu
 
Vol 14, No 1 (2024) Educators’ experiences of teaching learners with hearing loss in inclusive classrooms Abstract   HTML   EPUB   XML   PDF
Hella M.T.E. Moustache, Musa Makhoba
 
Vol 14, No 1 (2024) Academic language proficiency of student teachers in a Namibian University Abstract   HTML   EPUB   XML   PDF
Frieda N. Shingenge
 
Vol 14, No 1 (2024) Hidden traumas of coloniality of a South African child who received an academic scholarship Abstract   HTML   EPUB   XML   PDF
Marcina Singh
 
Vol 14, No 1 (2024) A comparative study of learning outcomes for hearing-impaired foundation phase learners Abstract   HTML   EPUB   XML   PDF
Aisha Casoojee, Katijah Khoza-Shangase, Amisha Kanji
 
Vol 14, No 1 (2024) Learning activities used for reading literacy instruction in selected Namibian primary schools Abstract   HTML   EPUB   XML   PDF
Naftal Gabriel, Nhlanhla Mpofu
 
Vol 14, No 1 (2024) Digital learning in childhood: Possibilities for pedagogical transformation in South Africa Abstract   HTML   EPUB   XML   PDF
Donna Hannaway
 
Vol 14, No 1 (2024) The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers Abstract   HTML   EPUB   XML   PDF
Mamontsuoe J.L. Maraisane, Loyiso C. Jita, Thuthukile Jita
 
Vol 14, No 1 (2024) Guided play as a pedagogical tool for the early grades Abstract   HTML   EPUB   XML   PDF
Lerato B. Ndabezitha, Sarah Gravett
 
Vol 14, No 1 (2024) Physical Education delivery in the intermediate schooling phase in South African public schools Abstract   HTML   EPUB   XML   PDF
Clinton D. Swanepoel, Charl J. Roux
 
Vol 14, No 1 (2024) Early childhood practitioners’ awareness of gross motor milestone acquisition and movement guidelines Abstract   HTML   EPUB   XML   PDF
Vanessa Gibson, Elna van der Merwe, Brenda A. Coetzee
 
Vol 14, No 1 (2024) From word recognition skills to reading for the meaning of a science text Abstract   HTML   EPUB   XML   PDF
Kelsi J. Arends, Kathleen Fonseca
 
Vol 14, No 1 (2024) Managing self-regulatory behaviour in young autistic children in the Western Cape, South Africa Abstract   HTML   EPUB   XML   PDF
Sunkiree Veerasamy
 
Vol 13, No 1 (2023) Parental involvement in the case of primary school children with autism during COVID-19 Abstract   HTML   EPUB   XML   PDF
Mareli Janse van Rensburg, Mary G. Clasquin-Johnson
 
Vol 13, No 1 (2023) Investigating critical citizenship education within primary school art curriculum Abstract   HTML   EPUB   XML   PDF
Monique Putter, Elmarie Costandius
 
Vol 13, No 1 (2023) South African teachers work with division actions in Grade 3 Abstract   HTML   EPUB   XML   PDF
Corin D. Mathews
 
Vol 13, No 1 (2023) Enhancing visual-motor integration and visual perception of 6-year-old children Abstract   HTML   EPUB   XML   PDF
Elna van der Merwe, Catelen Briedenhann, Bianka Reyneke
 
Vol 13, No 1 (2023) What mathematics do Grade 7 learners take to high school in the context of the COVID-19 pandemic? Abstract   HTML   EPUB   XML   PDF
Craig Pournara, Lynn Bowie
 
Vol 13, No 1 (2023) Integral education and Ubuntu: A participatory action research project in South Africa Abstract   HTML   EPUB   XML   PDF
Kanyakumarie Padayachee, Savathrie Maistry, Geoffrey T. Harris, Darren Lortan
 
Vol 13, No 1 (2023) In word and deed: Embodying early literacy learning in gestures and postures Abstract   HTML   EPUB   XML   PDF
Caroline R. van der Mescht
 
Vol 13, No 1 (2023) How character strengths of autistic learners aid primary school educators in the class: An exploratory study Abstract   HTML   EPUB   XML   PDF
Chantel Snyman, Chrizanne Van Eeden, Marita Heyns
 
Vol 13, No 1 (2023) Grade 6 primary school learners’ views on minibus taxis and their drivers Abstract   HTML   EPUB   XML   PDF
Zetta van Eck, Johan Wassermann, Clinton D. van der Merwe
 
Vol 13, No 1 (2023) Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills Abstract   HTML   EPUB   XML   PDF
Robiatul Munajah, Mohammad S. Sumantri, Yufiarti Yufiarti
 
Vol 13, No 1 (2023) Exploring a contemporary picturebook with young readers in the foundation phase Abstract   HTML   EPUB   XML   PDF
Makeeda N. Phekani
 
Vol 13, No 1 (2023) Predicting primary and middle-school students’ preferences for online learning with machine learning Abstract   HTML   EPUB   XML   PDF
V. Selvakumar, Tilak Pakki Venkata, Teja Pakki Venkata, Shubham Singh
 
Vol 13, No 1 (2023) Using visual representations to enhance isiXhosa home language learners’ mathematical understanding Abstract   HTML   EPUB   XML   PDF
Tanja Coetzer, Candice Livingston, Elna Barnard
 
Vol 13, No 1 (2023) ‘Failing to progress’ or not being supported to make progress? Examining variability in reading Abstract   HTML   EPUB   XML   PDF
Belden Liswaniso
 
Vol 13, No 1 (2023) Executive function and pre-academic skills in preschoolers from South Africa Abstract   HTML   EPUB   XML   PDF
Caylee J. Cook, Steven Howard, Gaia Scerif, Rhian Twine, Kathleen Kahn, Shane Norris, Catherine Draper
 
Vol 13, No 1 (2023) Infusing 21st-century competencies into scripted foundation phase literacy lessons Abstract   HTML   EPUB   XML   PDF
Semoni Cancelliere, Sarita Ramsaroop, Nadine Petersen
 
Vol 13, No 1 (2023) Student teachers’ preparedness to raise awareness about bullying among Grade R learners Abstract   HTML   EPUB   XML   PDF
Daphney Mawila, Lucia Munongi, Nancy M.P. Mabaso
 
Vol 13, No 1 (2023) Early Childhood Care and Education in Botswana: Implications for access and quality Abstract   HTML   EPUB   XML   PDF
Lebogang J. Pillar, Shanil J. Haricharan
 
Vol 13, No 1 (2023) Normal ranges for proprioceptive tasks in 6-year-old children in Mangaung Abstract   HTML   EPUB   XML   PDF
Carmen Bonafede, Elna Van der Merwe
 
Vol 13, No 1 (2023) The potential burden experienced by South African caregivers of children with severe intellectual disability Abstract   HTML   EPUB   XML   PDF
Pauli Van der Mescht, Salome Geertsema, Mia le Roux, Marien A. Graham, Ensa Johnson
 
Vol 13, No 1 (2023) Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons Abstract   HTML   EPUB   XML   PDF
Pretty N. Magangxa, Deidre C. Geduld
 
Vol 13, No 1 (2023) The McKinsey’s 7-S model framework for assessment of challenges faced by teachers of children with autism spectrum disorders in the Limpopo province, South Africa Abstract   HTML   EPUB   XML   PDF
Gsakani O. Sumbane, Tebogo M. Mothiba, Mantji J. Modula, Takalani E. Mutshatshi, Ledile E. Manamela
 
Vol 13, No 1 (2023) South African professionals and developmental dyslexia: Knowledge, needs and perspective Abstract   HTML   EPUB   XML   PDF
Annika Altin, Salome Geertsema, Mia le Roux, Marien Graham
 
Vol 13, No 1 (2023) Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics Abstract   HTML   EPUB   XML   PDF
Sattiavany Veerabudren, Alta Kritzinger, Marien A. Graham, Salomé Geertsema, Mia le Roux
 
Vol 13, No 1 (2023) Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies Abstract   HTML   EPUB   XML   PDF
Rachel B. Mabasa-Manganyi
 
Vol 13, No 1 (2023) Teacher awareness of psychosocial support available as per the Integrated School Health Policy in South Africa Abstract   HTML   EPUB   XML   PDF
Jace Pillay, Leila Patel, Rubina Setlhare-Kajee
 
Vol 13, No 1 (2023) Supporting teachers to develop formative assessment knowledge and skills in no-fee schools Abstract   HTML   EPUB   XML   PDF
Jeanette K. Ramollo, Anil Kanjee
 
Vol 13, No 1 (2023) Development and validation of a teacher awareness questionnaire about dyslexia Abstract   HTML   EPUB   XML   PDF
Franca O. Okechukwu, Philip C. Mefoh, Uju I. Nubia, Ezinne J. Nwauzoije, Chidiogo L. Umennuihe, Chibundo A. Nwobi, Kalu T. Ogba, Moses E. Chukweze, Joseph C. Aliche, Ezeda K. Ogbonnaya, Dorathy N. Okoli, Clara C. Onyekachi, Stephen Abang, Esther Epistle, Chioma Nnorodi, Chidera V. Obi
 
Vol 13, No 1 (2023) A critical multimodal discourse analysis of drawings to ascertain identity and self-concept Abstract   HTML   EPUB   XML   PDF
Annaly M. Strauss, Priscilla S. Tolmen, Keshni Bipath
 
Vol 13, No 1 (2023) Foundation Phase teachers’ knowledge on common visual problems affecting children Abstract   HTML   EPUB   XML   PDF
Boitumelo M.L. Ramantsi, Tuwani A. Rasengane, Thuthukile Jita
 
Vol 12, No 1 (2022) Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools Abstract   HTML   EPUB   XML   PDF
Martin C. Ekeh, Sarita Ramsaroop
 
Vol 12, No 1 (2022) The role of explicit teaching of reading comprehension strategies to an English as a second language learner Abstract   HTML   EPUB   XML   PDF
Andrea Elston, Chantyclaire Tiba, Janet Condy
 
Vol 12, No 1 (2022) Teaching critical thinking and voice in history essays: A spiderweb tool Abstract   HTML   EPUB   XML   PDF
Sarah Godsell
 
Vol 12, No 1 (2022) Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19 Abstract   HTML   EPUB   XML   PDF
Sven H. Glietenberg, Nadine Petersen, Andy Carolin
 
Vol 12, No 1 (2022) Exploring South African preschool teachers’ roles and responsibilities with executive functions Abstract   HTML   EPUB   XML   PDF
Elsa Etokabeka, Judy van Heerden, Hannelie du Preez
 
Vol 12, No 1 (2022) Adaptation to digital parenting in a pandemic: A case study of parents within higher education Abstract   HTML   EPUB   XML   PDF
Hardiyanti Pratiwi, Nor I. Hasanah, Sigit Purnama, Maulidya Ulfah, Aip Saripudin
 
Vol 12, No 1 (2022) Challenges for Palestinian early childhood directors in a time of change Abstract   HTML   EPUB   XML   PDF
Somaya Sayma, Sami Adwan, Marit Boe, Karin Hognestad
 
Vol 12, No 1 (2022) Nutrition knowledge competencies of intermediate and senior phase educators in Limpopo Province Abstract   HTML   EPUB   XML   PDF
Xikombiso G. Mbhenyane, Matlou M. Magoai, Ngoako S. Mabapa, Ayuk B. Tambe
 
Vol 12, No 1 (2022) Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice Abstract   HTML   EPUB   XML   PDF
Sandra Stark, Salomé Geertsema, Mia Le Roux, Elizabeth Bothma
 
Vol 12, No 1 (2022) Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom Abstract   HTML   EPUB   XML   PDF
Phemelo C. Hellemann
 
Vol 12, No 1 (2022) Teachers’ perceptions of ability grouping in the face of policy on inclusion: A case of Johannesburg metropolitan mainstream primary schools Abstract   HTML   EPUB   XML   PDF
Nilford Hove, Nareadi T. Phasha
 
Vol 12, No 1 (2022) Early Childhood Care and Education teachers’ experiences of integrating the activities of the national curriculum framework into themes Abstract   HTML   EPUB   XML   PDF
Cynthia Z. Zama, Nontokozo Mashiya
 
Vol 12, No 1 (2022) Teachers’ experiences of indigenous games in the early grades Abstract   HTML   EPUB   XML   PDF
Blanche N. Hadebe-Ndlovu
 
Vol 12, No 1 (2022) Grandparents raising their grandchildren: Implications for the vulnerable children of Eswatini Abstract   HTML   EPUB   XML   PDF
Ncamsile D. Motsa, Pholoho J. Morojele
 
Vol 12, No 1 (2022) Associations between early numeracy and mathematics-specific vocabulary Abstract   HTML   EPUB   XML   PDF
Hanrie S. Bezuidenhout
 
Vol 12, No 1 (2022) Understanding inclusion in early childhood care and education: A participatory action learning and action research study Abstract   HTML   EPUB   XML   PDF
Ashnie Mahadew, Dipane J. Hlalele
 
Vol 12, No 1 (2022) The link between learner performance in early reading literacy and what is happening in the Grade 1 classroom Abstract   HTML   EPUB   XML   PDF
Martha Khosa
 
Vol 12, No 1 (2022) The language of instruction in mathematics teacher education for the early grades Abstract   HTML   EPUB   XML   PDF
Tulonga T. Shuukwanyama, Caroline Long, Absalom David Nkosi, Jeremiah Maseko
 
Vol 12, No 1 (2022) Developmental dyslexia in selected South African schools: Parent perspectives on management Abstract   HTML   EPUB   XML   PDF
Salome Geertsema, Mia Le Roux, Chemoné van Niekerk, Louise Dyer, Melindie Booyse, Monja Bothma, Talitha Nel
 
Vol 12, No 1 (2022) Contextual variations and pedagogy in the teaching of first additional languages in Grade 1: A multicase study Abstract   HTML   EPUB   XML   PDF
Jabulile Mzimela
 
Vol 12, No 1 (2022) Children’s development of an understanding of number: A model for Grade R teachers Abstract   HTML   EPUB   XML   PDF
Lerato B. Ndabezitha
 
Vol 12, No 1 (2022) Teachers’ experiences of using the screening, identification, assessment and support strategy to support learners who present with characteristics of dyslexia Abstract   HTML   EPUB   XML   PDF
Faith Karimupfumbi, Veronica M. Dwarika
 
Vol 12, No 1 (2022) Teachers’ perceptions about collaboration as a strategy to address key concepts in mathematics Abstract   HTML   EPUB   XML   PDF
Simon A. Tachie
 
Vol 12, No 1 (2022) The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning? Abstract   HTML   EPUB   XML   PDF
Amiena Bayat, Siphe Madyibi
 
Vol 12, No 1 (2022) Education and training experiences of early childhood care and education practitioners in rural and urban settings of Durban, South Africa Abstract   HTML   EPUB   XML   PDF
Pam P. Zulu, Adebunmi Y. Aina, Keshni Bipath
 
Vol 12, No 1 (2022) Preparing pre-service teachers to guide and support learning in South African schools Abstract   HTML   EPUB   XML   PDF
Dean van der Merwe
 
Vol 12, No 1 (2022) Quality assurance processes of language assessment artefacts and the development of language teachers’ assessment competence Abstract   HTML   EPUB   XML   PDF
Matthews M. Makgamatha
 
Vol 12, No 1 (2022) Community’s knowledge, attitude and practices towards inclusive home based early childhood education in Uganda: Lessons for scaling deep Abstract   HTML   EPUB   XML   PDF
Godfrey Ejuu, Victor Locoro, Miria Nandera, Martin Omoding, Lenard W. Mafabi, George W. Kutosi, Irene Kharono
 
Vol 12, No 1 (2022) Classroom factors that contribute to emotional intelligence in the case of primary school learners Abstract   HTML   EPUB   XML   PDF
Sasha Erasmus, René van Eeden, Ilse Ferns
 
Vol 12, No 1 (2022) Finding myself by involving children in self-study research methodology: A gentle reminder to live freely Abstract   HTML   EPUB   XML   PDF
Ntokozo S. Mkhize-Mthembu
 
Vol 12, No 1 (2022) Pretend play in pre-schoolers: Need for structured and free play in pre-schools Abstract   HTML   EPUB   XML   PDF
Megha Mohan, Reenu Celshiya, Sudhin Karuppali, Jayashree S. Bhat, Malavika A. Anil
 
Vol 12, No 1 (2022) Learning at home for Grade 1 learners in disadvantaged communities: Insights from the Sandbox@Home COVID-19-response intervention Abstract   HTML   EPUB   XML   PDF
Cathryn Moodley, Thato Seerane, Sarah Gravett
 
Vol 12, No 1 (2022) Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets Abstract   HTML   EPUB   XML   PDF
Rinelle Evans, Ailie Cleghorn
 
Vol 12, No 1 (2022) Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms Abstract   HTML   EPUB   XML   PDF
Miray Ö. Danacı, Zeynep Çetin
 
Vol 12, No 1 (2022) The construction of knowledge through visual perceptual training in visual arts Abstract   HTML   EPUB   XML   PDF
Willem A. Mostert
 
Vol 12, No 1 (2022) Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice Abstract   HTML   EPUB   XML   PDF
Michael Gaotlhobogwe, Shikha Trivedi, Joseph Kasozi, Tiroyaone Kebalepile
 
Vol 12, No 1 (2022) The inclusiveness of mixed ability grouping in Johannesburg primary schools Abstract   HTML   EPUB   XML   PDF
Nilford Hove
 
Vol 12, No 1 (2022) Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers Abstract   HTML   EPUB   XML   PDF
Carlien Vorster, Alta Kritzinger, Matemane Lekganyane, Elsabe Taljard, Jeannie van der Linde
 
Vol 11, No 1 (2021) Teenage motherhood and child outcomes: Evidence from South Africa Abstract   HTML   EPUB   XML   PDF
Godfred Anakpo, Umakrishnan Kollamparambil
 
Vol 11, No 1 (2021) Foundation phase teachers’ views of the involvement of male caregivers in young children’s education Abstract   HTML   EPUB   XML   PDF
Mzoli Mncanca, Sarita Ramsaroop, Nadine Petersen
 
Vol 11, No 1 (2021) Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions Abstract   HTML   EPUB   XML   PDF
Jace Pillay
 
Vol 11, No 1 (2021) Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School Abstract   HTML   EPUB   XML   PDF
Joseph Calvin Gagnon, Frederick J. Sylvester, Kathryn Marsh
 
Vol 11, No 1 (2021) Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius Abstract   HTML   EPUB   XML   PDF
Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy, Salome Geertsema, Mia le Roux
 
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