Vol. 42 No. 4 (2022) | South African Journal of Education

Published: 2023-03-24

Teachers’ views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase

Jabulisile C. Ngwenya, Siyacela Nzuza

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Enabling environments that South African teachers create to accommodate diversity in their classrooms: A case study on the Limpopo Province

RB Mabasa-Manganyi, JM Mamabolo, MD Sepadi, F Kgopa, SM Ndlhovu, M Themane

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Developmental dyslexia in private schools in South Africa: Educators’ perspectives

Salomé Geertsema, Mia Le Roux, Azima Bhorat, Aasimah Carrim, Mishkaah Valley

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English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools

Matshidiso Joyce Taole

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Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa

Tilla Olifant, MP Cekiso, Naomi Boakye

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Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon

Tongtong Zhao, Yuwei Xu

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The principal’s role in managing curriculum change: Implications for the provision of quality education

Vanitha Govindasamy, Raj Mestry

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Tokenism and barriers to genuine learner participation in school governance in one progressive South African girls’ high school

Ke Yu, Charissa Shay

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Collaboration: The key to managing discipline in South African schools

Amy Sarah Padayachee, Ntombizandile Gcelu

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School leadership practice at faith-based schools through a servant leadership lens

Melese Shula, Chris van Wyk, Jan Heystek

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Effective mentoring: Understanding factors affecting the holistic development of preservice teachers during teaching practice

Sicelo Ziphozonke Ntshangase, Zinhle P Nkosi

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Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning

Carmel Claire Mahomed, Prakash Singh

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The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition

Ivana Z. Bogdanović, Jelena D. Stanisavljević, Dušica D. Rodić, Tamara N. Rončević, Zekri A. M. Zouhor

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Exploring intervention of e-textbook in schools: Teachers’ perspectives

Amal Alibrahim, Elham Alsadoon

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Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school

Saloshna Vandeyar, Matsie Agnes Mohale

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The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries

Sora Lee, Robert Rudolf

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South African Journal of Education
Journal / South African Journal of Education / Vol. 42 No. 4 (2022) / Articles

Articles

Teachers’ views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase

DOI:

Enabling environments that South African teachers create to accommodate diversity in their classrooms: A case study on the Limpopo Province

Developmental dyslexia in private schools in South Africa: Educators’ perspectives

English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools

Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon

The principal’s role in managing curriculum change: Implications for the provision of quality education

Tokenism and barriers to genuine learner participation in school governance in one progressive South African girls’ high school

Collaboration: The key to managing discipline in South African schools

School leadership practice at faith-based schools through a servant leadership lens

Effective mentoring: Understanding factors affecting the holistic development of preservice teachers during teaching practice

Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning

The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition

Exploring intervention of e-textbook in schools: Teachers’ perspectives

Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school

The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries

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