Vol. 42 No. 1 (2022): Supplement 1 | South African Journal of Education

Implementation of verbal and written feedback classroom practices by teachers

Zamira Gashi Shatri, Naser Zabeli

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The consistency of the Teele Multiple Intelligence Inventory (TIMI) scale with children’s preferences in investigating the intelligence areas of preschool children

Miray Özözen Danaci, Sırma Seda Bapoğlu Dümenci

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Effect of an integrated active-lessons programme on vocabulary and narrative comprehension in pre-school children

Alba Cámara-Martínez, Sara Suárez-Manzano, Emilio J. Martínez-López, Alberto Ruiz-Ariza

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Foundation Phase teachers’ challenges in teaching reading in South Africa

Murunwa Dagada

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The effects of mental games on third graders’ reading comprehension skills in Turkish classes

Yasemin Erdem, Bilge Gök

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Teachers’ opinions about elitism in gifted education

Branka Radulović

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The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province

Abueng Rachael Molotsi

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Relationship between situational determinants of teachers’ perceptions of organisational politics and job satisfaction

Manasseh Morongoa Mokgolo, Maoka Andries Dikotla

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Characterisation of flipped classroom teaching in multigrade rural schools

Javier Castillo-López, Daniel Domínguez Figaredo

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Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa

Rebecca Bessong, Teresa Ogina

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Exploring financial risk management practices in selected Tshwane schools

Jane Tsharane, Mark Bussin

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Learner migration at secondary schools in South Africa: Benefits and challenges

T.G. Neluvhola, A.E. Van Zyl, L. L. Maliwichi

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Exploring the association between teacher-related factors and Grade 9 mathematics achievement

Sarah Bansilal, Thabo Lephoto, Delia North, Temesgen Zewotir

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Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium

Lebala Kolobe, Paul Hobden

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Comparative analysis between a STEM-based learning process and traditional teaching

Jesús López-Belmonte, Adrián Segura-Robles, Antonio-José Moreno-Guerrero, María Elena Parra-González

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South African Journal of Education
Journal / South African Journal of Education / Vol. 42 No. 1 (2022): Supplement 1 / Articles

Articles

Implementation of verbal and written feedback classroom practices by teachers

The consistency of the Teele Multiple Intelligence Inventory (TIMI) scale with children’s preferences in investigating the intelligence areas of preschool children

Effect of an integrated active-lessons programme on vocabulary and narrative comprehension in pre-school children

Foundation Phase teachers’ challenges in teaching reading in South Africa

The effects of mental games on third graders’ reading comprehension skills in Turkish classes

Teachers’ opinions about elitism in gifted education

The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province

Relationship between situational determinants of teachers’ perceptions of organisational politics and job satisfaction

Characterisation of flipped classroom teaching in multigrade rural schools

Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa

Exploring financial risk management practices in selected Tshwane schools

Learner migration at secondary schools in South Africa: Benefits and challenges

Exploring the association between teacher-related factors and Grade 9 mathematics achievement

Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium

Comparative analysis between a STEM-based learning process and traditional teaching

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