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| Issue |
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| Vol 9, No 1 (2019) |
The practice learning experiences of student teachers at a rural campus of a South African university |
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Sarah J. Gravett, Lindiwe Jiyane |
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| Vol 9, No 1 (2019) |
Moving beyond league table standings: How measures of opportunity to learn can inform educational quality and policy directives? |
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Surette van Staden, Celeste Combrinck, Karen Roux, Mishack Tshele, Nelladee M. Palane |
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| Vol 9, No 1 (2019) |
A tool to enhance the planning of children’s literature lessons for Setswana as Home Language |
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Elma Marais, Carisma Nel, Dolly Dlavane |
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| Vol 9, No 1 (2019) |
Pre-service mathematics teachers’ development process in using manipulatives in number operations |
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Zanele A. Ndlovu, Lytion Chiromo |
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| Vol 9, No 1 (2019) |
The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study |
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Fabian Arends, Mariette Visser |
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| Vol 9, No 1 (2019) |
Learning through play in Grade R classrooms: Measuring practitioners’ confidence, knowledge and practice |
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Shafika Isaacs, Nicky Roberts, Garth Spencer-Smith, Sonja Brink |
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