Vol. 41 No. 4 (2021) | South African Journal of Education

Published: 2022-04-27

Changing literacy outcomes in South Africa: Are home-school partnerships the missing link?

Sarlina G. le Roux

DOI:

10.15700/saje.v41n4a1954

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Development of an instrument to assess early number concept development in four South African languages

Elizabeth Henning, Lars Balzer, Antje Ehlert, Annemarie Fritz

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Foundation Phase teachers’ experiences of teaching the subject, coding, in selected Western Cape schools

Cindy Jean Geldenhuys, Aslam Fataar

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Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach

Marinda Neethling, Mirna Nel

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Applicability of two standard setting methods for enhancing the reporting of assessment results within the South African education context

Qetelo Moloi , Anil Kanjee

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“You detain yourself if you detain children”: Educators’ perceptions of detention as an alternative to corporal punishment

Simangele Mayisela

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Primary school pre-service teachers’ solutions to pattern problem-solving tasks based on three components of creativity

Ifunanya J.A. Ubah, Ugorji I. Ogbonnaya

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Admission policies as enablers and disablers of children’s rights to basic education: Stakeholders’ perceptions

Gladys Sibanda, Johan L. Beckmann

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Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

Charity N. Onyishi , Maximus M. Sefotho

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The level of difficulty and discrimination power of the items of the National Senior Certificate Mathematics Examination

Nombuso Zondo, Temesgen Zewotir, Delia E. North

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South African teachers’ experiences of continuous professional teacher development: Connections and disconnections

Lorna Van der Merwe-Muller, Nazreen Dasoo

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Natural sciences teachers’ continuous professional development through a Community of Practice

Christa Philander, Marie Louise Botha

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Re-imaging support for beginner teachers in relation to initial teacher education policy in South Africa

Dorothy E. Esau, Rouaan Maarman

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Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey

İsmet Ergin, Füsun Kaplan, Ayşe Korkmaz

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Inclusion of learners’ views in safety and security matters at schools

Layane Thomas Mabasa

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Factors influencing teachers’ level of digital citizenship in underdeveloped regions of China

Yunyun Liu, Qidong Liu

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South African Journal of Education
Journal / South African Journal of Education / Vol. 41 No. 4 (2021) / Articles

Articles

Changing literacy outcomes in South Africa: Are home-school partnerships the missing link?

DOI:

Development of an instrument to assess early number concept development in four South African languages

Foundation Phase teachers’ experiences of teaching the subject, coding, in selected Western Cape schools

Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach

Applicability of two standard setting methods for enhancing the reporting of assessment results within the South African education context

“You detain yourself if you detain children”: Educators’ perceptions of detention as an alternative to corporal punishment

Primary school pre-service teachers’ solutions to pattern problem-solving tasks based on three components of creativity

Admission policies as enablers and disablers of children’s rights to basic education: Stakeholders’ perceptions

Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

The level of difficulty and discrimination power of the items of the National Senior Certificate Mathematics Examination

South African teachers’ experiences of continuous professional teacher development: Connections and disconnections

Natural sciences teachers’ continuous professional development through a Community of Practice

Re-imaging support for beginner teachers in relation to initial teacher education policy in South Africa

Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey

Inclusion of learners’ views in safety and security matters at schools

Factors influencing teachers’ level of digital citizenship in underdeveloped regions of China

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