Vol. 41 No. 1 (2021) | South African Journal of Education

Published: 2021-04-12

Opinions of pre-service pre-school teachers on the use of mathematics activities

Oguz Serdar Kesicioglu

DOI:

10.15700/saje.v41n1a1813

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Who designs the classroom’s images? Study of visual culture diversity at three Valencian schools

Amparo Alonso Sanz, P. Rueda, Paula Jardón Giner

DOI:

10.15700/saje.v41n1a1824

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Foundation phase teachers’ points of view on the viability of Response to Intervention in their school contex

Suzanne Bester, Michè Conway

DOI:

10.15700/saje.v41n1a2058

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A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho

Malehlanye Ralejoe

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Lessons for South Africa from Singapore’s gifted education – A comparative study

Annari Milne, Mike Mhlolo

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Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of reading fluency and comprehension of Turkish students with specific learning disabilities

Macid Melekoğlu , Gülsen Erden, Orhan Cakiroglu

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Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses

Makatleho Leballo , Dominic Griffiths, Tanya Bekker

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Improving cognition in school children and adolescents through exergames. A systematic review and practical guide

Sebastián López Serrano, Alberto Ruiz-Ariza, Manuel De La Torre-Cruz, Emilio José Martínez López

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Parents’ knowledge and skills about the risks of the digital world

Łukasz Tomczyk, Katarzyna Potyrała

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English language skills for disciplinary purposes: What practices are used to prepare student teachers?

Nhlanhla Mpofu, Mncedisi C. Maphalala

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Correlates of South African subject leaders’ perspectives and their perceived competence on instructional leadership

Maribaneng Moeketsane, Loyiso Jita, Thuthukile Jita

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The relationship between school administrators’ leadership styles and organisational cynicism from teachers’ perspectives

Fahrettin Gılıç, Yusuf İnandi

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Striving for equity: Life orientation resources in South African high schools

André van Zyl, Elizabeth M. Webb, Jaqueline E. Wolvaardt

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The implementation of the progression policy in secondary schools of the Limpopo province in South Africa

Makobo Lydia Mogale, Mpho Calphonia Modipane

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Perceptions about the use of language in physical science classrooms: A discourse analysis

Nasimu Semeon, Edmore Mutekwe

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Boys and bullying in primary school: Young masculinities and the negotiation of power

Emmanuel Mayeza, Deevia Bhana

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South African Journal of Education
Journal / South African Journal of Education / Vol. 41 No. 1 (2021) / Articles

Articles

Opinions of pre-service pre-school teachers on the use of mathematics activities

DOI:

Who designs the classroom’s images? Study of visual culture diversity at three Valencian schools

DOI:

Foundation phase teachers’ points of view on the viability of Response to Intervention in their school contex

DOI:

A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho

Lessons for South Africa from Singapore’s gifted education – A comparative study

Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of reading fluency and comprehension of Turkish students with specific learning disabilities

Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses

Improving cognition in school children and adolescents through exergames. A systematic review and practical guide

Parents’ knowledge and skills about the risks of the digital world

English language skills for disciplinary purposes: What practices are used to prepare student teachers?

Correlates of South African subject leaders’ perspectives and their perceived competence on instructional leadership

The relationship between school administrators’ leadership styles and organisational cynicism from teachers’ perspectives

Striving for equity: Life orientation resources in South African high schools

The implementation of the progression policy in secondary schools of the Limpopo province in South Africa

Perceptions about the use of language in physical science classrooms: A discourse analysis

Boys and bullying in primary school: Young masculinities and the negotiation of power

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