Vol. 37 No. 3 (2017) | South African Journal of Education

Published: 2017-09-11

Socio-educational development of pre-school children in Eastern Cape: Factors militating against fathers’ readiness to participate

Ishola Akindele Salami, Chinedu Okeke

DOI:

10.15700/saje.v37n3a1464

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Educators’ relational experiences with learners identified with fetal alcohol spectrum disorder

Izanette Van Schalkwyk, Sandra Marais

DOI:

10.15700/saje.v37n3a1278

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Teaching strategies to support isiXhosa learners who receive education in a second/third language

T Kotzé, M Van der Westhuizen, E Barnard

DOI:

10.15700/saje.v37n3a1374

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The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs

Cigdem Hursen, Didem Islek

DOI:

10.15700/saje.v37n3a1395

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Democracy, ethics and social justice: Implications for secondary school leadership in Kenya

Julius O. Jwan, Sella T. Kisaka

DOI:

10.15700/saje.v37n3a1339

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Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder

Erica Dorethea Spangenberg

DOI:

10.15700/saje.v37n3a1419

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Teacher classroom practices and Mathematics performance in South African schools: A reflection on TIMSS 2011

Fabian Arends, Lolita Winnaar, Mogege Mosimege

DOI:

10.15700/saje.v37n3a1362

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Promoting resilience among Sesotho-speaking adolescent girls: Lessons for South African teachers

Tamlynn C. Jefferis, Linda C. Theron

DOI:

10.15700/saje.v37n3a1391

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Adolescent identity formation in the context of vocationally oriented special needs schools

Carmelita Jacobs, Lynette Collair

DOI:

10.15700/saje.v37n3a1249

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Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers

Carolina S. Botha

DOI:

10.15700/saje.v37n3a1377

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How teachers of English in South African schools recognise their change agency

Ansurie Pillay

DOI:

10.15700/saje.v37n3a1296

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“Walking the talk”: The influence of an introduction to cognitive education on school leaders

Karen Collett, Lena Green

DOI:

10.15700/saje.v37n3a1385

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Zimbabwean teachers in South Africa: A transient greener pasture

Rian de Villiers, Zenzele Weda

DOI:

10.15700/saje.v37n3a1410

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Pre-service teachers’ professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province

Thabisile Nkambule, Tabitha Grace Mukeredzi

DOI:

10.15700/saje.v37n3a1371

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South African Journal of Education
Journal / South African Journal of Education / Vol. 37 No. 3 (2017) / Articles

Articles

Socio-educational development of pre-school children in Eastern Cape: Factors militating against fathers’ readiness to participate

DOI:

Educators’ relational experiences with learners identified with fetal alcohol spectrum disorder

DOI:

Teaching strategies to support isiXhosa learners who receive education in a second/third language

DOI:

The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs

DOI:

Democracy, ethics and social justice: Implications for secondary school leadership in Kenya

DOI:

Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder

DOI:

Teacher classroom practices and Mathematics performance in South African schools: A reflection on TIMSS 2011

DOI:

Promoting resilience among Sesotho-speaking adolescent girls: Lessons for South African teachers

DOI:

Adolescent identity formation in the context of vocationally oriented special needs schools

DOI:

Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers

DOI:

How teachers of English in South African schools recognise their change agency

DOI:

“Walking the talk”: The influence of an introduction to cognitive education on school leaders

DOI:

Zimbabwean teachers in South Africa: A transient greener pasture

DOI:

Pre-service teachers’ professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province

DOI:

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