Vol. 40 No. 2 (2020) | South African Journal of Education

Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school

Maimona Salie, Mokgadi Moletsane, Robert Kananga Mukuna

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The effects of a peer-tutoring strategy on children’s e-book reading comprehension

Mengping Tsuei, Hsiu-Wen Huang, Shu-Fen Cheng

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The effect of limited sign language as barrier to teaching and learning among Deaf learners in South Africa

Winnie Poelane Ngobeni, Joseph Ramathibela Maimane, Mmushetji Petrus Rankhumise

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Improving the financial literacy of Grade 8 and/or 9 economic and management sciences teachers in the Western Cape

Mareli Rossouw, Cecileen Greeff

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Learners’ educational aspirations in South Africa: The role of the home and the school

Angelina Wilson Fadiji, Vijay Reddy

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Teachers’ opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties

Işık Sibel Küçükünal, A. Dilek Öğretir Özçelik, Fulya Yalçınkaya

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The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: The four cases of congruency

Charles Raymond Smith, Cyril Julie, Faaiz Gierdien

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GeoGebra for learning and teaching: A parallel investigation

Mthembeni Mthethwa, Anass Bayaga, Michael J. Bossé, Derek Williams

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Online discussion forum: A tool to support learning in business management education

Muntuwenkosi Abraham Mtshali, Suriamurthee Moonsamy Maistry, Desmond Wesley Govender

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The leadership role of the principal in fostering sustainable maintenance of school facilities

Velaphi Aaron Nhlapo

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The perspectives of beginner principals on their new roles in school leadership and management: A South African case study

Malesela Gilbert Sepuru, Mokgadi Agnes Mohlakwana

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The role of strengthening leadership behaviour on the psychological contract in primary and secondary schools

Necmi Gökyer

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Teachers’ perceptions on their awareness of social roles and efforts to perform these roles

Aydin Balyer, Kenan Özcan

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How peer assessment could be interactive and effective

Hala El-Senousy

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Factors influencing the decision to major in special education in Saudi Arabia

Ghaleb H. Alnahdi

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Stressors and work-family conflict among female teachers in urban public schools in Kenya

Gladys Muas

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South African Journal of Education
Journal / South African Journal of Education / Vol. 40 No. 2 (2020) / Articles

Articles

Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school

The effects of a peer-tutoring strategy on children’s e-book reading comprehension

The effect of limited sign language as barrier to teaching and learning among Deaf learners in South Africa

Improving the financial literacy of Grade 8 and/or 9 economic and management sciences teachers in the Western Cape

Learners’ educational aspirations in South Africa: The role of the home and the school

Teachers’ opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties

The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: The four cases of congruency

GeoGebra for learning and teaching: A parallel investigation

Online discussion forum: A tool to support learning in business management education

The leadership role of the principal in fostering sustainable maintenance of school facilities

The perspectives of beginner principals on their new roles in school leadership and management: A South African case study

The role of strengthening leadership behaviour on the psychological contract in primary and secondary schools

Teachers’ perceptions on their awareness of social roles and efforts to perform these roles

How peer assessment could be interactive and effective

Factors influencing the decision to major in special education in Saudi Arabia

Stressors and work-family conflict among female teachers in urban public schools in Kenya

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