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| Issue |
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| Vol 6, No 1 (2016) |
What is history? Views from a primary school teacher education programme |
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Sarah Godsell |
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| Vol 6, No 1 (2016) |
Reliability of the Functional Auditory Performance Indicators to monitor progress in 5-year-old children with autism spectrum disorder |
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Carlien Muller, Aletta Kritzinger, Lidia Pottas, Lovina Bodenstein |
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| Vol 6, No 1 (2016) |
Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia |
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Bibian Kalinde, Dorette Vermeulen |
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| Vol 6, No 1 (2016) |
Grade 4 children’s engagements in cross-sex relationships: A case from one South African Farm School |
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Nonhlanhla P Maphanga, Pholoho J. Morojele |
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| Vol 6, No 1 (2016) |
An analysis of the Grade 3 Department of Basic Education workbooks as curriculum tools |
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Ursula Hoadley, Jaamia Galant |
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| Vol 6, No 1 (2016) |
Children’s perceptions of democratic values: Implications for democratic citizen education |
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CORRIGENDUM
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Annalie Botha, Ina Joubert, Anna Hugo |
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| Vol 6, No 2 (2016) |
Child well-being in a rural context: Shifting to a social sustainability lens |
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Jaqueline T. Naidoo, Nithi Muthukrishna |
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| Vol 6, No 1 (2016) |
Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011 |
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Surette van Staden, Roel Bosker, Annika Bergbauer |
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| Vol 6, No 2 (2016) |
Teachers’ discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts |
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Colwyn D. Martin, Hasina B. Ebrahim |
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| Vol 6, No 2 (2016) |
Science and mathematics teaching through local games in preschools of Botswana |
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Kabita Bose, Grace Seetso |
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| Vol 6, No 2 (2016) |
A comparison of the effects of text-based instruction versus standards-based instruction in the early years |
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Bonnie Grossen, Nithi Muthukrishna, Jaqueline T. Naidoo |
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| Vol 6, No 1 (2016) |
Now and then: Revisiting early childhood teachers’ reactions to curriculum change |
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Mary G. Clasquin-Johnson |
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| Vol 6, No 1 (2016) |
Quality in South African early learning centres: Mothers’ and teachers’ views and understanding |
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Judy Van Heerden |
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| Vol 6, No 1 (2016) |
Early childhood exposure to media violence: What parents and policymakers ought to know |
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Caroline Fitzpatrick, Michael J Oghia, Jad Melki, Linda S Pagani |
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| Vol 6, No 1 (2016) |
Counting skills intervention for low-performing first graders |
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Riikka Mononen, Pirjo Aunio |
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| Vol 6, No 1 (2016) |
Relations- and task-oriented behaviour of school leaders: Cases from primary schools in Finland |
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Mani Man Singh Rajbhandari, Smriti Rajbhandari, Coert Loock |
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| Vol 6, No 1 (2016) |
The baseline assessment of Grade 1 learners’ literacy skills in a socio-economically disadvantaged school setting |
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Zelda Wildschut, Trevor Moodley, Shelley Aronstam |
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| Vol 6, No 1 (2016) |
Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
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Nicky Roberts, Hamsa Venkat |
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| Vol 6, No 2 (2016) |
Cash transfers and early childhood care and education in Zimbabwe: A critical inquiry to discourse, theory and practice |
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Hilton Nyamukapa |
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| Vol 6, No 2 (2016) |
Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
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Labby Ramrathan, Jabu Mzimela |
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| Vol 6, No 1 (2016) |
Interrogating quality in early childhood development: Working towards a South African perspective |
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Lorayne Excell |
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| Vol 6, No 1 (2016) |
A combined prosodic and linguistic treatment approach for language-communication skills in children with autism spectrum disorders: A proof-of-concept study |
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Silva Kuschke, Bart Vinck, Salomé Geertsema |
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| Vol 6, No 1 (2016) |
Teachers’ perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools |
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Grames Ghirwa, Devika Naidoo |
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| Vol 6, No 1 (2016) |
Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review |
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Lucinda du Plooy, Mphumzi Zilindile, Zubeida Desai, Benita de Wet, Lorna Holtman, Cyril Julie, Nadine Moolla, Vuyokazi Nomlomo |
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| Vol 6, No 1 (2016) |
Problematising child-headed households:The need for children’s participation in early childhood interventions |
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Jace Pillay |
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| Vol 6, No 1 (2016) |
Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach |
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Mohlanhledi P. Makumbila, Charline B. Rowland |
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| Vol 6, No 1 (2016) |
Employing a multifocal view of ECD curriculum development at a rural settlement community in South Africa: Themes from a ‘design by implementation’ early childhood education programme |
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Sonja Brink |
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| Vol 6, No 1 (2016) |
Strategies for the implementation of mathematics in Grade R: Teachers’ beliefs and practices |
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Elna Barnard, Martin Braund |
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| Vol 6, No 1 (2016) |
Literacy lessons learnt from parents in a community programme |
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Dawn Cozett, Janet Condy |
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| Vol 6, No 1 (2016) |
The everyday experiences of early childhood caregivers: Challenges in an under-resourced community |
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Adri Vorster, Ashleigh Sacks, Zaytoon Amod, Joseph Seabi, Anwynne Kern |
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| Vol 6, No 1 (2016) |
Teachers’ beliefs about child participation in Grade R |
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Naseema Shaik |
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| Vol 6, No 1 (2016) |
Maestro for a moment: A conceptual framework for music integration in Grade R |
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Mignon van Vreden |
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| Vol 5, No 3 (2015) |
Play in Grade R classrooms: Diverse teacher perceptions and practices |
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Shelley Aronstam, Martin Braund |
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| Vol 5, No 3 (2015) |
Strengthening maths learning dispositions through ‘math clubs’ |
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Mellony Graven |
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| Vol 5, No 3 (2015) |
Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities |
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Christine Streit, Christine K. David, Elke Hildebrandt |
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| Vol 5, No 3 (2015) |
Working with children with special needs in Finnish kindergartens: Professionals and/or specialists? |
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Mari Nislin, Maiju Paananen, Laura Repo, Nina Sajaniemi, Margaret Sims |
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| Vol 5, No 3 (2015) |
Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors |
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Helena Oosthuizen, Daleen Klop, Monique Visser |
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| Vol 5, No 3 (2015) |
Work and play in early childhood education: Views from Nigeria and South Africa |
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Florence T. Ogunyemi, Lara Ragpot |
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| Vol 5, No 3 (2015) |
Effect of visual feedback on classroom noise levels |
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Jessica van Tonder, Nadia Woite, Suzaan Strydom, Faheema Mahomed, De Wet Swanepoel |
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| Vol 5, No 3 (2015) |
Collegial teaming for inclusive education using photovoice as tool |
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Deidre C. Geduld |
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| Vol 5, No 3 (2015) |
Towards a leadership programme for primary school principals as instructional leaders |
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Parvathy Naidoo, Nadine Petersen |
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| Vol 5, No 3 (2015) |
Online supplementary mathematics tuition in a first-year childhood teacher education programme |
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Kathleen Fonseca, Nadine Petersen |
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| Vol 5, No 3 (2015) |
Foundation-phase children’s causal reasoning in astronomy, biology, chemistry and physics |
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Francois Naude |
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| Vol 5, No 3 (2015) |
At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics |
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Trevor Moodley, Stanley A. Adendorff, Subethra Pather |
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| Vol 5, No 2 (2015) |
Can pre-grade R be the stepping stone to social equality in South Africa |
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Janeli Kotze |
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| Vol 5, No 2 (2015) |
What the Annual National Assessments can tell us about learning deficits over the education system and the school career |
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Servaas van der Berg |
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| Vol 5, No 2 (2015) |
Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013 |
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Kim Draper, Nic Spaull |
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| Vol 5, No 2 (2015) |
Continuous assessment and matriculation examination marks – An empirical examination |
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Servaas van der Berg, Debra Shepherd |
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| Vol 5, No 2 (2015) |
Informing principal policy reforms in South Africa through data-based evidence |
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Gabrielle Wills |
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| Vol 5, No 2 (2015) |
Teacher characteristics and student performance: An analysis using hierarchical linear modelling |
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Paula Armstrong |
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| Vol 5, No 2 (2015) |
An overview of key datasets in education in South Africa |
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Chris Van Wyk |
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| Vol 5, No 1 (2015) |
Fostering pre-service teachers’ motivation-related practical wisdom through a mentoring procedure |
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Anni Loukomies, Jari Lavonen, Kalle Juuti |
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| Vol 5, No 1 (2015) |
Stories of change: The case of a foundation phase teacher professional development programme |
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Bruce Brown, Di Wilmot, Margie Paton Ash |
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| Vol 5, No 1 (2015) |
Exploring the complexities of describing foundation phase teachers’ professional knowledge base |
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Carol Bertram, Iben Christiansen, Tabitha Mukeredzi |
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| Vol 5, No 1 (2015) |
Assessment literacy of foundation phase teachers: An exploratory study |
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Anil Kanjee, Jane Mthembu |
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| Vol 5, No 1 (2015) |
The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning |
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Linda Newman, Loveth Obed |
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| Vol 5, No 1 (2015) |
The school readiness performance of a group of Grade R learners in primary schools in the Gauteng Province of South Africa |
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Ona Janse van Rensburg |
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| Vol 5, No 1 (2015) |
Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry |
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Aletta Delport, Erna Cloete |
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| Vol 5, No 1 (2015) |
Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms |
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Dianne Wilmot, Jean Schäfer |
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| Vol 5, No 1 (2015) |
A retrospective case report on demographic changes of learners at a school for children with Autism Spectrum Disorder in the Gauteng Province |
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Sumari van Biljon, Alta Kritzinger, Salomé Geertsema |
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| Vol 5, No 1 (2015) |
The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools |
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Anna-Marie Wium, Brenda Louw |
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| Vol 5, No 1 (2015) |
The role of working memory in childhood education: Five questions and answers |
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Kate Cockcroft |
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| Vol 4, No 3 (2014) |
‘Minding the gap?’ A national foundation phase teacher supply and demand analysis: 2012-2020 |
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Whitfield Green, Michael Adendorff, B Mathebula |
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| Vol 4, No 3 (2014) |
Becoming a (male) foundation phase teacher: A need in South African schools? |
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Nontokoza Mashiya |
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| Vol 4, No 3 (2014) |
Critical reflections on the PGCE (Foundation Phase) qualification in South Africa |
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Clare Verbeek |
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| Vol 4, No 3 (2014) |
The reading literacy profiles of first-year BEd foundation phase students |
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Carisma Nel, Aninda Adam |
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| Vol 4, No 3 (2014) |
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase) |
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Zubeida Desai, Vuyokazi Nomlomo |
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| Vol 4, No 3 (2014) |
Foundation phase teachers’ (limited) knowledge of geometry |
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Kakoma Luneta |
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| Vol 4, No 3 (2014) |
‘Learning walks’: Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum |
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Denise Zinn, Deidre Geduld, Aletta Delport, Christina Jordaan |
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| Vol 4, No 3 (2014) |
Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers |
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Gadija Mia Petker, Nadine Petersen |
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| Vol 4, No 3 (2014) |
Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme |
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Annemarie Fritz-Stratmann, Antje Ehlert, Gabriele Klüsener |
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| Vol 4, No 3 (2014) |
A research base for teaching in primary school: a coherent scholarly focus on the object of learning |
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Ruksana Osman, Shirley Booth |
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| Vol 4, No 3 (2014) |
Towards a governance and management model for teaching schools in South Africa |
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Sarah Gravett, Coert Loock |
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| Vol 4, No 2 (2014) |
What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes? |
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Janet Condy, Bernita Blease |
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| Vol 4, No 2 (2014) |
Inclusive education and insufficient school readiness in Grade 1: Policy versus practice |
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Marietjie Bruwer, Cycil Hartell, Miemsie Steyn |
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| Vol 4, No 2 (2014) |
A foundation for foundation phase teacher education: Making wise educational judgements |
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Karin Murris, Clare Verbeek |
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| Vol 4, No 2 (2014) |
The readability of two Grade 4 natural sciences textbooks for South African schools |
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Lucy Sibanda |
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| Vol 4, No 2 (2014) |
Film as teacher education genre: Developing student agency in the production of #Taximaths – How children make their world mathematical |
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Lara Ragpot |
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| Vol 4, No 2 (2014) |
Ethical considerations in educational research involving children: Implications for educational researchers in South Africa |
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Jace Pillay |
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| Vol 4, No 2 (2014) |
Review: Van den Heuvel-Panhuizen M, Kuehne C & Lombard A-P. 2014. Learning Pathway for Number in the Early Primary Grades. South Africa. |
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Mike Askew |
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| Vol 4, No 2 (2014) |
Rethinking early school transitions as social transactions |
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Irma Eloff, Elaney Nieuwenhuys, Melanie Moen |
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| Vol 4, No 2 (2014) |
A mathematics competence test for Grade 1 children migrates from Germany to South Africa |
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Annemarie Agnes Fritz-Stratmann, Lars Balzer, Roelien Herholdt, Lara Ragpot, Antje Ehlert |
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| Vol 4, No 2 (2014) |
Approaches to teaching primary level mathematics |
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Caroline Long, Tim Dunne |
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| Vol 4, No 2 (2014) |
South African teachers’ use of national assessment data |
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Anil Kanjee, Qetelo Moloi |
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| Vol 4, No 2 (2014) |
Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius |
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Aruna Ankiah-Gangadeen, Michael Anthony Samuel |
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| Vol 4, No 1 (2014) |
Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching |
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Nici Rousseau |
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| Vol 4, No 1 (2014) |
We are workshopped: problematising Foundation Phase teachers’ identity constructions |
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Lorayne Excell |
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| Vol 4, No 1 (2014) |
Bridging the Gap between Advantaged and Disadvantaged Children: |
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Caroline Fitzpatrick |
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| Vol 4, No 1 (2014) |
Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools |
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Grames Ghirwa |
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| Vol 4, No 1 (2014) |
Masekitlana re-membered: A performance-based ethnography of South African black children’s pretend play |
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Esther Ofenste Phetlhu |
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| Vol 4, No 1 (2014) |
An error analysis in the early grades mathematics – a learning opportunity? |
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Roelien Herholdt, Ingrid Sapire |
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| Vol 4, No 1 (2014) |
Problematizing the concept ‘epistemological access’: A review of literature |
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Lucinda du Plooy |
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| Vol 4, No 1 (2014) |
Childhood education student teachers responses to a simulation game on food security |
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Nadine Felicity Petersen |
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| Vol 4, No 1 (2014) |
The use of workbooks in South African grade 3 mathematics classrooms |
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Manono Mdluli |
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| Vol 4, No 1 (2014) |
A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views |
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Lyn Kok |
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| Vol 4, No 1 (2014) |
Improving some cognitive functions, specifically executive functions in grade R learners |
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Stef Esterhuizen |
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| Vol 1, No 1 (2011) |
“Mama does not speak that (language) to me”: indigenous languages, educa-tional opportunity and black African preschoolers |
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Vuyisile Msila |
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| Vol 3, No 2 (2013) |
Mediating learning number bonds through a Vygotskian lens of scientific concepts |
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Mike Askew |
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| Vol 3, No 2 (2013) |
Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks |
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Robert J Wright |
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| Vol 3, No 2 (2013) |
Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry |
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Marjorie Ann Henningsen |
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