Vol. 41 No. 2 (2021) | South African Journal of Education

Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices

Chinedu Ifedi Okeke, Enock Nyanhoto

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Assessment of learners with dyslexia in mainstream primary schools: An investigation

Duduzile Nkomo, Peter Mulaudzi, Buyisani Dube

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Preparation of an observation card to measure the developmental learning difficulties among primary school students in Sana’a City, Yemen

Abdo Hasan AL-Qadri, Wei Zhao

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Multiple intelligences: Educational and cognitive development with a guiding focus

Beatriz Berrios Aguayo, Cristina Arazola Ruano, Antonio Pantoja Vallejo

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An analysis of the learning performance gap between urban and rural areas in sub-Saharan Africa

Sugata Sumida, Keisuke Kawata

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Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views

Tshiamo N. Ramalepa, Tendani S. Ramukumba, Mmajapi E. Masala-Chokwe

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The predictive influence of gender, onset of deafness and academic self-efficacy on the attitudes of deaf learners towards Biology

Olufemi Timothy Adigun, Dumisani R. Nzima

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Deep learning opportunities in the geography classroom

Devika Naidoo

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The influence of local worldview presuppositions on learners’ conceptions of Selected Mechanics topics

Cynthia Fakudze

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Towards the development of teachers for the future

M. Sencer Bulut Özsezer, Ayten İflazoğlu Saban

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Learner discipline in the post-corporal punishment era: What an experience!

Olufunmilayo Tenidade Obadire, Dzivhonele Albert Sinthumule

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Pre-service teachers’ mathematical engagement in learning about the total surface areas of geometrical solids

Sibawu Witness Siyepu, Siphokazi Winniefred Vimbelo

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Pre-service teachers engaged in noticing aspects of learner written work

Sarah Selmer, Erna Lampen, Denise L. Lindstrom

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Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience

Leonard Molefe, Jean-Baptiste Aubin

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Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses

Tanya Smit, Pieter H. du Toit

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Teaching thinking in South African schools: Selected school leaders’ perceptions

Lena Green, Karen Collett

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South African Journal of Education
Journal / South African Journal of Education / Vol. 41 No. 2 (2021) / Articles

Articles

Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices

Assessment of learners with dyslexia in mainstream primary schools: An investigation

Preparation of an observation card to measure the developmental learning difficulties among primary school students in Sana’a City, Yemen

Multiple intelligences: Educational and cognitive development with a guiding focus

An analysis of the learning performance gap between urban and rural areas in sub-Saharan Africa

Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views

The predictive influence of gender, onset of deafness and academic self-efficacy on the attitudes of deaf learners towards Biology

Deep learning opportunities in the geography classroom

The influence of local worldview presuppositions on learners’ conceptions of Selected Mechanics topics

Towards the development of teachers for the future

Learner discipline in the post-corporal punishment era: What an experience!

Pre-service teachers’ mathematical engagement in learning about the total surface areas of geometrical solids

Pre-service teachers engaged in noticing aspects of learner written work

Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience

Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses

Teaching thinking in South African schools: Selected school leaders’ perceptions

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