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| Issue |
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| Vol 13, No 1 (2023) |
Development and validation of a teacher awareness questionnaire about dyslexia |
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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 |
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| Vol 13, No 1 (2023) |
A critical multimodal discourse analysis of drawings to ascertain identity and self-concept |
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Annaly M. Strauss, Priscilla S. Tolmen, Keshni Bipath |
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| Vol 13, No 1 (2023) |
Foundation Phase teachers’ knowledge on common visual problems affecting children |
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Boitumelo M.L. Ramantsi, Tuwani A. Rasengane, Thuthukile Jita |
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| Vol 12, No 1 (2022) |
Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools |
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Martin C. Ekeh, Sarita Ramsaroop |
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| Vol 12, No 1 (2022) |
The role of explicit teaching of reading comprehension strategies to an English as a second language learner |
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Andrea Elston, Chantyclaire Tiba, Janet Condy |
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| Vol 12, No 1 (2022) |
Teaching critical thinking and voice in history essays: A spiderweb tool |
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Sarah Godsell |
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| Vol 12, No 1 (2022) |
Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19 |
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Sven H. Glietenberg, Nadine Petersen, Andy Carolin |
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| Vol 12, No 1 (2022) |
Exploring South African preschool teachers’ roles and responsibilities with executive functions |
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Elsa Etokabeka, Judy van Heerden, Hannelie du Preez |
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| Vol 12, No 1 (2022) |
Adaptation to digital parenting in a pandemic: A case study of parents within higher education |
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Hardiyanti Pratiwi, Nor I. Hasanah, Sigit Purnama, Maulidya Ulfah, Aip Saripudin |
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| Vol 12, No 1 (2022) |
Challenges for Palestinian early childhood directors in a time of change |
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Somaya Sayma, Sami Adwan, Marit Boe, Karin Hognestad |
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| Vol 12, No 1 (2022) |
Nutrition knowledge competencies of intermediate and senior phase educators in Limpopo Province |
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Xikombiso G. Mbhenyane, Matlou M. Magoai, Ngoako S. Mabapa, Ayuk B. Tambe |
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| 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 |
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Sandra Stark, Salomé Geertsema, Mia Le Roux, Elizabeth Bothma |
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| Vol 12, No 1 (2022) |
Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
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Phemelo C. Hellemann |
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| 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 |
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Nilford Hove, Nareadi T. Phasha |
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| Vol 12, No 1 (2022) |
Early Childhood Care and Education teachers’ experiences of integrating the activities of the national curriculum framework into themes |
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Cynthia Z. Zama, Nontokozo Mashiya |
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| Vol 12, No 1 (2022) |
Teachers’ experiences of indigenous games in the early grades |
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Blanche N. Hadebe-Ndlovu |
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| Vol 12, No 1 (2022) |
Grandparents raising their grandchildren: Implications for the vulnerable children of Eswatini |
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Ncamsile D. Motsa, Pholoho J. Morojele |
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| Vol 12, No 1 (2022) |
Associations between early numeracy and mathematics-specific vocabulary |
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Hanrie S. Bezuidenhout |
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| Vol 12, No 1 (2022) |
Understanding inclusion in early childhood care and education: A participatory action learning and action research study |
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Ashnie Mahadew, Dipane J. Hlalele |
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| Vol 12, No 1 (2022) |
The link between learner performance in early reading literacy and what is happening in the Grade 1 classroom |
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Martha Khosa |
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| Vol 12, No 1 (2022) |
The language of instruction in mathematics teacher education for the early grades |
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Tulonga T. Shuukwanyama, Caroline Long, Absalom David Nkosi, Jeremiah Maseko |
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| Vol 12, No 1 (2022) |
Developmental dyslexia in selected South African schools: Parent perspectives on management |
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Salome Geertsema, Mia Le Roux, Chemoné van Niekerk, Louise Dyer, Melindie Booyse, Monja Bothma, Talitha Nel |
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| Vol 12, No 1 (2022) |
Contextual variations and pedagogy in the teaching of first additional languages in Grade 1: A multicase study |
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Jabulile Mzimela |
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| Vol 12, No 1 (2022) |
Children’s development of an understanding of number: A model for Grade R teachers |
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Lerato B. Ndabezitha |
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| 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 |
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Faith Karimupfumbi, Veronica M. Dwarika |
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| Vol 12, No 1 (2022) |
Teachers’ perceptions about collaboration as a strategy to address key concepts in mathematics |
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Simon A. Tachie |
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| 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? |
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Amiena Bayat, Siphe Madyibi |
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| 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 |
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Pam P. Zulu, Adebunmi Y. Aina, Keshni Bipath |
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| Vol 12, No 1 (2022) |
Preparing pre-service teachers to guide and support learning in South African schools |
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Dean van der Merwe |
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| Vol 12, No 1 (2022) |
Quality assurance processes of language assessment artefacts and the development of language teachers’ assessment competence |
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Matthews M. Makgamatha |
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| Vol 12, No 1 (2022) |
Community’s knowledge, attitude and practices towards inclusive home based early childhood education in Uganda: Lessons for scaling deep |
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Godfrey Ejuu, Victor Locoro, Miria Nandera, Martin Omoding, Lenard W. Mafabi, George W. Kutosi, Irene Kharono |
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| Vol 12, No 1 (2022) |
Classroom factors that contribute to emotional intelligence in the case of primary school learners |
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Sasha Erasmus, René van Eeden, Ilse Ferns |
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| Vol 12, No 1 (2022) |
Finding myself by involving children in self-study research methodology: A gentle reminder to live freely |
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Ntokozo S. Mkhize-Mthembu |
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| Vol 12, No 1 (2022) |
Pretend play in pre-schoolers: Need for structured and free play in pre-schools |
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Megha Mohan, Reenu Celshiya, Sudhin Karuppali, Jayashree S. Bhat, Malavika A. Anil |
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| Vol 12, No 1 (2022) |
Learning at home for Grade 1 learners in disadvantaged communities: Insights from the Sandbox@Home COVID-19-response intervention |
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Cathryn Moodley, Thato Seerane, Sarah Gravett |
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| Vol 12, No 1 (2022) |
Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets |
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Rinelle Evans, Ailie Cleghorn |
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| Vol 12, No 1 (2022) |
Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms |
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Miray Ö. Danacı, Zeynep Çetin |
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| Vol 12, No 1 (2022) |
The construction of knowledge through visual perceptual training in visual arts |
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Willem A. Mostert |
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| Vol 12, No 1 (2022) |
Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice |
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Michael Gaotlhobogwe, Shikha Trivedi, Joseph Kasozi, Tiroyaone Kebalepile |
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| Vol 12, No 1 (2022) |
The inclusiveness of mixed ability grouping in Johannesburg primary schools |
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Nilford Hove |
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| Vol 12, No 1 (2022) |
Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers |
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Carlien Vorster, Alta Kritzinger, Matemane Lekganyane, Elsabe Taljard, Jeannie van der Linde |
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| Vol 11, No 1 (2021) |
Teenage motherhood and child outcomes: Evidence from South Africa |
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Godfred Anakpo, Umakrishnan Kollamparambil |
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| Vol 11, No 1 (2021) |
Foundation phase teachers’ views of the involvement of male caregivers in young children’s education |
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Mzoli Mncanca, Sarita Ramsaroop, Nadine Petersen |
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| Vol 11, No 1 (2021) |
Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions |
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Jace Pillay |
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| 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 |
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Joseph Calvin Gagnon, Frederick J. Sylvester, Kathryn Marsh |
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| Vol 11, No 1 (2021) |
Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius |
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Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy, Salome Geertsema, Mia le Roux |
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| Vol 11, No 1 (2021) |
Self-reported mathematical problem-solving skills of future mathematics teachers |
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Kathleen Fonseca |
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| Vol 11, No 1 (2021) |
Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction |
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Nokwanda P. Mbusi, Kakoma Luneta |
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| Vol 11, No 1 (2021) |
School readiness and academic achievement of children with hearing impairment: A South African exploratory study |
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Ntsako P. Maluleke, Katijah Khoza-Shangase, Amisha Kanji |
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| Vol 11, No 1 (2021) |
Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills |
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Deborah A. Arasomwan, Nontokozo J. Mashiya |
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| Vol 11, No 1 (2021) |
Phonological awareness and learning to read in Afrikaans: The role of working memory |
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Marizel Scheepers, Salomé Geertsema, Mia le Roux, Marien Graham |
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| Vol 11, No 1 (2021) |
The effect of a modular art education programme on the personal-social development of preschool children |
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Zeynep Çetin |
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| Vol 11, No 1 (2021) |
Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland |
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Anna-Liisa Kyhälä, Jyrki Reunamo, Juha O. Valtonen |
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| Vol 11, No 1 (2021) |
Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course |
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Sonja C. Strydom, Helena Wessels, Casey Anley |
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| Vol 11, No 1 (2021) |
Factors affecting parents’ choice of schools for Grade 1 learners |
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Roy Venketsamy, Denise Miller |
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| Vol 11, No 1 (2021) |
Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM) |
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Kate J. Anderson, Tiffany J. Henning, Jasmin R. Moonsamy, Megan Scott, Christopher du Plooy, Andrew R.L. Dawes |
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| Vol 11, No 1 (2021) |
Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools |
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Grace Chabalala, Parvathy Naidoo |
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| Vol 11, No 1 (2021) |
Realising that the out-of-school environment could influence the development of Foundation Phase learners’ literacy skills |
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Anna J. Hugo, Metse J. Masalesa |
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| Vol 11, No 1 (2021) |
The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder |
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Alretha du Plessis, Monique de Milander, Frederik F. Coetzee, Mariette Nel |
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| Vol 11, No 1 (2021) |
Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
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Marguerite de Jongh, Anna-Marie Wium |
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| Vol 11, No 1 (2021) |
Digital play for language development in the early grades |
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Leonie M. van der Westhuizen, Donna M. Hannaway |
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| Vol 11, No 1 (2021) |
Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice |
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Deborah A. Arasomwan, Nontokozo Mashiya |
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| Vol 11, No 1 (2021) |
Conceptual vocabulary in Grade 2 isiZulu-English and Grade 1 Afrikaans-English bilinguals |
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Heila L. Jordaan, Ashleigh van Zyl, Tracey O'Brien |
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| Vol 11, No 1 (2021) |
The dream of Sisyphus: Mathematics education in South Africa |
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Nick Taylor |
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| Vol 11, No 1 (2021) |
Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand |
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Attawat Khamsuk, Wararat Whanchit |
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| Vol 11, No 1 (2021) |
Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics |
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Jayaluxmi Naidoo, Shamilla Hajaree |
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| Vol 11, No 1 (2021) |
Enriching the teaching of fractions through integrating mathematics and music |
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Tarryn S. Lovemore, Sally-Ann Robertson, Mellony Graven |
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| Vol 10, No 1 (2020) |
Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng |
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Corle Smith, Madoda Cekiso |
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| Vol 10, No 1 (2020) |
Recognising developmental coordination disorder in Foundation Phase classrooms |
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Nicola L. Winson, Jean V. Fourie |
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| Vol 10, No 1 (2020) |
Teachers’ engagement with learners in inclusive foundation phase classrooms |
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Vera A. Skae, Bruce J.L. Brown, Pamela D. Wilmot |
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| Vol 10, No 1 (2020) |
How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa |
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Vusiwana C. Babane |
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| Vol 10, No 1 (2020) |
Strengthening comprehensive sexuality education in the curriculum for the early grades |
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Thungavel Venketsamy, Jenny Kinear |
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| Vol 10, No 1 (2020) |
Conceptual and representational confusion: An analysis of three foundation phase teachers’ descriptions of how they teach division |
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Valerie Ramsingh |
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| Vol 10, No 1 (2020) |
Early childhood development teachers’ perceptions on the use of technology in teaching young children |
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Ayodele A. Ogegbo, Adebunmi Aina |
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| Vol 10, No 1 (2020) |
Longitudinal effects of stunting and wasting on academic performance of primary school boys: The North-West Child-Health-Integrated-Learning and Development study |
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Dané Coetzee, Wilmarié du Plessis, Deidré van Staden |
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| Vol 10, No 1 (2020) |
The interface between early numeracy, language and learning environments: Pedagogical implications |
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Hanrie S. Bezuidenhout |
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| Vol 10, No 1 (2020) |
Weak central coherence is a syndrome of autism spectrum disorder during teacher–learner task instructions |
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Petronella S. de Jager, Janet Condy |
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| Vol 10, No 1 (2020) |
Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers |
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Veronica Dwarika, Simone Braude |
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| Vol 10, No 1 (2020) |
Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools |
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Tamara H. Jaye, Cecil Levy, Jacob Majakwara, Sheri Hanson |
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| Vol 10, No 1 (2020) |
Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden |
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Kabita Bose, Kerstin Bäckman |
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| Vol 10, No 1 (2020) |
Counting the cost: COVID-19 school closures in South Africa and its impact on children |
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Nic Spaull, Servaas van der Berg |
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| Vol 10, No 1 (2020) |
English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts |
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Carmen Milton, Sandra du Plessis, Hendry van der Heever |
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| Vol 10, No 1 (2020) |
A study of pedagogical leadership plans in early childhood education settings in Finland. |
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Johanna E. Heikka, Sanni K. Kahila, Katja K. Suhonen |
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| Vol 10, No 1 (2020) |
Preservice teachers’ perception of longitudinal child development field coursework at a university-affiliated teaching school |
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Larra Ragpot |
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| Vol 10, No 1 (2020) |
An alternative term to make comprehensive sexuality education more acceptable in childhood |
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Raisa Cacciatore, Susanne Ingman-Friberg, Dan Apter, Nina Sajaniemi, Riittakerttu Kaltiala |
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| Vol 10, No 1 (2020) |
Physical education and health as a child’s right: Reflections on the Soweto Active Schools programme |
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Cora Burnett-Louw |
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| Vol 10, No 1 (2020) |
Prevalence of possible developmental coordination disorder among Grade 1 learners in low socio-economic environments in Mangaung, South Africa |
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Alretha Margaretha du Plessis, Monique de Milander, Frederick Francois Coetzee, Mariette Nel |
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| Vol 10, No 1 (2020) |
Relationship between academic achievement, visual-motor integration, gender and socio-economic status: North-West Child Health Integrated with Learning and Development study |
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Dané Coetzee, Anita E. Pienaar, Yolanda van Wyk |
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| Vol 10, No 1 (2020) |
Perspectives of teachers on causes of children’s maladaptive behaviour in the upper primary school level: A case of Hhohho Region, Eswatini |
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Racheal Mafumbate, Nompendulo Mkhatjwa |
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| Vol 10, No 1 (2020) |
Grade R teachers’ understanding of reflective practice |
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Ailsa S. Connelly, Naseema Shaik, Cina Mosito |
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| Vol 10, No 1 (2020) |
Student teachers’ views of their experiences in a Bachelor’s programme |
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Sene van Heerden, Yusuf Sayed, Zahraa McDonald |
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| Vol 10, No 1 (2020) |
The delivery of primary school physical education in South African public schools: The perceptions of educators |
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Kobus C.J. Roux |
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| Vol 10, No 1 (2020) |
Parental involvement and learners’ performance in rural basic schools of Zambia |
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Never H. Simweleba, Robert Serpell |
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| Vol 10, No 1 (2020) |
An exploration of in-service teachers’ understanding of teaching mathematics in Grade R classrooms: A case study of Grade R in Lesotho University of KwaZulu-Natal, South Africa |
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Mamasiphole Setoromo, Blanche Hadebe-Ndlovu |
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| Vol 10, No 1 (2020) |
The triple cocktail programme to improve the teaching of reading: Types of engagement |
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Geeta B. Motilal, Brahm Fleisch |
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| Vol 10, No 1 (2020) |
Constructivism-led assistive technology: An experiment at a Namibian special primary school |
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Loide K.S. Abiatal, Grant R. Howard |
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| Vol 10, No 1 (2020) |
Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school |
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Caroline Fitzpatrick, Isabelle Archambault, Tracie Barnett, Linda Pagani |
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| Vol 10, No 1 (2020) |
Exploring primary school teachers’ use of formative assessment across fee and no-fee schools |
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Anil Kanjee |
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| Vol 10, No 1 (2020) |
Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
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Nagisa Nakawa |
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| Vol 10, No 1 (2020) |
Overcrowded classrooms – The Achilles heel of South African education? |
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Joyce West, Corinne Meier |
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