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

The challenges of implementing the Curriculum and Assessment Policy Statement in accounting

Mantekana Jacobine Letshwene, E.C. du Plessis

S1-S10

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Teachers’ representation of the mitigation strategies to challenges of implementing the 2015 to 2022 Zimbabwean social studies curriculum

Pfuurai Chimbunde , Maserole Christina Kgari-Masondo

S1-S10

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Born-freeⁱ learner identities: Changing teacher beliefs to initiate appropriate educational change

Saloshna Vandeyar

S1-S12

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Using context clues to teach homographs to d/Deaf and Hard of Hearing students in Saudi Arabia

Faisl Alqraini

S1-S10

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Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho

Mahlape Tseeke

S1-S12

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An investigation into policy implementation by primary school principals in the Free State province

S.B. Thajane, M.G. Masitsa

S1-S12

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The school organisational climates of well-performing historically disadvantaged secondary schools

Mgadla Isaac Xaba, Salome Kelly Mofokeng

S1-S11

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Transformational leadership and the learner-centred teaching approach

Deneb Elí Magaña-Medina, Silvia Patricia Aquino-Zúñiga, Angel Alberto Valdés-Cuervo, Lizeth Guadalupe Parra-Pérez

S1-S12

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Would female student teachers at primary teacher education colleges study mathematics were it optional?

Lisnet Mwadzaangati, Mercy Kazima

S1-S10

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Learning statistics and probability through peer tutoring: A middle school experience

Francisco Alegre, Lidón Miravet, Gil Lorenzo-Valentin, Ana Maroto

S1-S9

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The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise?

T. Mkhwanazi , A.Z. Ndlovu, S. Ngema, S . Bansilal

S1-S9

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Intersections of class and gender in learners’ conceptualisations of sexuality education at a private, all-girls school

Kylie Kuhl

S1-S10

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Irrational beliefs and stress levels: Evidence among orphaned students in Kenyan secondary schools

Millicent Awino Umija, Peter J.O. Aloka, Washington O. Wachianga

S1-S11

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Development of TPACK and EQ-based 21st century learning through the teacher certification programme in Indonesia

Nazari Iskandar, Jumadi Jumadi, Sastradika Dedi, Defrianti Denny

S1-S9

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Gangster school: The role of the school environment in gang recruitment strategies in Port Elizabeth, South Africa

Theodore Petrus

S1-S8

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

Articles

The challenges of implementing the Curriculum and Assessment Policy Statement in accounting

Teachers’ representation of the mitigation strategies to challenges of implementing the 2015 to 2022 Zimbabwean social studies curriculum

Born-freeⁱ learner identities: Changing teacher beliefs to initiate appropriate educational change

Using context clues to teach homographs to d/Deaf and Hard of Hearing students in Saudi Arabia

Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho

An investigation into policy implementation by primary school principals in the Free State province

The school organisational climates of well-performing historically disadvantaged secondary schools

Transformational leadership and the learner-centred teaching approach

Would female student teachers at primary teacher education colleges study mathematics were it optional?

Learning statistics and probability through peer tutoring: A middle school experience

The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise?

Intersections of class and gender in learners’ conceptualisations of sexuality education at a private, all-girls school

Irrational beliefs and stress levels: Evidence among orphaned students in Kenyan secondary schools

Development of TPACK and EQ-based 21st century learning through the teacher certification programme in Indonesia

Gangster school: The role of the school environment in gang recruitment strategies in Port Elizabeth, South Africa

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