Vol. 43 No. 3 (2023) | South African Journal of Education

“We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences

Willie Chinyamurindi

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Improving soya mince recipes in the National School Nutrition Programme in South Africa

Carmen Muller , Maricia Margrit van Deventer, Beulah Pretorius, Hettie Carina SchÃ¶nfeldt

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Exploring teachers’ experiences in implementing the Screening, identification, assessment and support policy in South Africa

Carien Maree , Janet Condy , Lawrence Meda

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Exploring the challenges of curriculum advisors in schools in the Vhembe-West district, Limpopo province, South Africa

Nelda Mouton , Phamela Malumbete

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Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa

Simon Diatleng Sebidi

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More than a principal: Ubuntu at the heart of successful school leadership in the Western Cape

Michael Kramer

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Experiences of parental involvement in privileged and underprivileged schools

R Manilal , V Jairam

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Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro

Veselin Mićanović, Dijana Vučković, Biljana Maslovarić, Nada Šakotić, Tatjana Novović

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An investigation of sociomathematical norms perceived by students regarding the legitimacy of solutions

Mehmet Gülburnu, Ramazan Gürbüz

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Promoting formative assessment practices in senior phase mathematics classrooms using meaning equivalence reusable learning objects

Lydia Omowunmi Adesanya, Marien Alet Graham

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Dispositional mindfulness associated with less academic burnout among Muslim students during the COVID-19 pandemic

Aamer Aldbyani , Mohammed Alabyadh, Ma Bingqing , Yiqing Lv, Jie Leng, Qingke Guo

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Social support at work and workload as predictors of satisfaction with life of Peruvian teachers

Renzo Felipe Carranza Esteban , Oscar Mamani-Benito, Josué Edison Turpo Chaparro , Abel Apaza Romero, Ronald W. Castillo-Blanco

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The moderating role of supervisor support in the effect of perceived overqualification on workplace loneliness

Ferda Üstün, Emre Üstün

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Reflections of South African educators on the enablement of at-risk learners with protective systems via the Read-me-to-Resilience intervention

Carmen Joubert

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Guidelines for instructional design of courses for the development of self-regulated learning for teachers

Beatriz Ortega-Ruipérez, Almudena Castellanos-Sánchez

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An empirical review of a hybrid teacher education programme: Lessons from South Africa

Folake Ruth Aluko , Tony J. Mays, Hendri Kruger, Mary Ooko

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South African Journal of Education
Journal / South African Journal of Education / Vol. 43 No. 3 (2023) / Articles

Articles

“We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences

Improving soya mince recipes in the National School Nutrition Programme in South Africa

Exploring teachers’ experiences in implementing the Screening, identification, assessment and support policy in South Africa

Exploring the challenges of curriculum advisors in schools in the Vhembe-West district, Limpopo province, South Africa

Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa

More than a principal: Ubuntu at the heart of successful school leadership in the Western Cape

Experiences of parental involvement in privileged and underprivileged schools

Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro

An investigation of sociomathematical norms perceived by students regarding the legitimacy of solutions

Promoting formative assessment practices in senior phase mathematics classrooms using meaning equivalence reusable learning objects

Dispositional mindfulness associated with less academic burnout among Muslim students during the COVID-19 pandemic

Social support at work and workload as predictors of satisfaction with life of Peruvian teachers

The moderating role of supervisor support in the effect of perceived overqualification on workplace loneliness

Reflections of South African educators on the enablement of at-risk learners with protective systems via the Read-me-to-Resilience intervention

Guidelines for instructional design of courses for the development of self-regulated learning for teachers

An empirical review of a hybrid teacher education programme: Lessons from South Africa

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