Vol. 34 No. 1 (2014) | South African Journal of Education

Published: 2014-08-18

Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

SB Malan, M Ndlovu

DOI:

10.15700/201412120928

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Framing of school violence in the South African printed media — (mis)information to the public

L Jacobs

DOI:

10.15700/201412120958

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Entrepreneurial leadership practices and school innovativeness

ZAL Pihie, S Asuimiran, A Bagheri

DOI:

10.15700/201412120955

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Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa

TN Queen-Mary, O Mtapuri

DOI:

10.15700/201412120945

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Early childhood pre-service teachers’ concerns and solutions to overcome them (the case of Pamukkale University)

N Cevher-Kalburan

DOI:

10.15700/201412120923

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Teachers’ experience of the implementation of values in education in schools: “Mind the gap”

C Ferreira, S Schulze

DOI:

10.15700/201412120939

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Emotionally intelligent learner leadership development: a case study

CA Jansen, SO Moosa, EJ van Niekerk, H Muller

DOI:

10.15700/201412121000

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Learners’ experiences of learning support in selected Western Cape schools

O Bojuwoye, M Moletsane, S Stofile, N Moolla, F Sylvester

DOI:

10.15700/201412121002

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Educators’ understanding of workplace bullying

C de Wet

DOI:

10.15700/201412120954

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The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability

S Temel

DOI:

10.15700/201412120936

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Disciplinary practices in schools and principles of alternatives to corporal punishment strategies

G Moyo, NPD Khewu, A Bayaga

DOI:

10.15700/201412120952

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Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study

WT Dudu

DOI:

10.15700/201412120937

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The habitus and technological practices of rural students: a case study

L Czerniewicz, C Brown

DOI:

10.15700/201412120933

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Performance management: the neglected imperative of accountability systems in education

MJ Mosoge, MW Pilane

DOI:

10.15700/201412120947

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Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?

HH Uysal, M Bardakci

DOI:

10.15700/201412120943

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South African Journal of Education
Journal / South African Journal of Education / Vol. 34 No. 1 (2014) / Articles

Articles

Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

DOI:

Framing of school violence in the South African printed media — (mis)information to the public

DOI:

Entrepreneurial leadership practices and school innovativeness

DOI:

Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa

DOI:

Early childhood pre-service teachers’ concerns and solutions to overcome them (the case of Pamukkale University)

DOI:

Teachers’ experience of the implementation of values in education in schools: “Mind the gap”

DOI:

Emotionally intelligent learner leadership development: a case study

DOI:

Learners’ experiences of learning support in selected Western Cape schools

DOI:

Educators’ understanding of workplace bullying

DOI:

The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability

DOI:

Disciplinary practices in schools and principles of alternatives to corporal punishment strategies

DOI:

Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study

DOI:

The habitus and technological practices of rural students: a case study

DOI:

Performance management: the neglected imperative of accountability systems in education

DOI:

Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?

DOI:

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