Vol. 44 No. 2 (2024) | South African Journal of Education

Do words matter: Investigating the association between linguistic features of accounting examinations and marks

Juan Mendelsohn Ontong

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Analysis of the implementation of education democracy in Indonesia (regulations, models, problems, and future prospects)

Sembodo Ardi Widodo

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Do textbooks reflect learners’ diversity? A case study of Grade 4 English and life skills textbooks

Lucy Sibanda, Tracey Herman

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Establishing reliability and construct validity for the revised Emotional Social Screening Tool for School Readiness (E3SR-R)

Lauren Koopman, Erica Munnik, Emma Wagener, Mario Smith

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Strategies employed by education managers in managing and resolving conflicts in the Bulawayo Metropolitan province schools, Zimbabwe

Victor C Ngwenya

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Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools

Sindiswa S Zondo, Vusi S Mncube

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Primary school principals’ experiences of the implementation of educational policy change

Goodness Tshabalala, Maitumeleng Nthontho

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The expectations of parents of secondary school students about leadership of school principals

Mesut Demirbilek

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Leadership and context for the improvement of quality education in socio-deprived school contexts

Jan Heystek, Melese Shula

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Developing quality schools: A content analysis of principals’ practices, stressors, and support factors

Innocent Kwame Bedi, Hasso Kukemelk, Emanuele Bardone

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Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa

Dayce Makakole Chuene, Florah Moleko Teane

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The effect of distance education practices during the COVID-19 pandemic on mathematics and geometry teaching

Zeynep Yıldız

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Instructional time as social time: Teachers’ curriculum literacy and expertise in teaching mathematics

Mzamani Jully Mdaka, Maropeng Modiba

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A national survey on the peritraumatic effects of the COVID-19 pandemic on South African teachers: A cross-sectional study

Simangele Mayisela, Tshepo Tlali, Sibusiso Mkwananzi, Phindile Mayaba

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Strategies to support rural-based schools in teaching and learning during COVID-19: The case of the Maune circuit in the Capricorn North district

Masilo Lucas Mangena, Khashane Stephen Malatji

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The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe

N. Dube, P. Higgs

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South African Journal of Education
Journal / South African Journal of Education / Vol. 44 No. 2 (2024) / Articles

Articles

Do words matter: Investigating the association between linguistic features of accounting examinations and marks

Analysis of the implementation of education democracy in Indonesia (regulations, models, problems, and future prospects)

Do textbooks reflect learners’ diversity? A case study of Grade 4 English and life skills textbooks

Establishing reliability and construct validity for the revised Emotional Social Screening Tool for School Readiness (E3SR-R)

Strategies employed by education managers in managing and resolving conflicts in the Bulawayo Metropolitan province schools, Zimbabwe

Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools

Primary school principals’ experiences of the implementation of educational policy change

The expectations of parents of secondary school students about leadership of school principals

Leadership and context for the improvement of quality education in socio-deprived school contexts

Developing quality schools: A content analysis of principals’ practices, stressors, and support factors

Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa

The effect of distance education practices during the COVID-19 pandemic on mathematics and geometry teaching

Instructional time as social time: Teachers’ curriculum literacy and expertise in teaching mathematics

A national survey on the peritraumatic effects of the COVID-19 pandemic on South African teachers: A cross-sectional study

Strategies to support rural-based schools in teaching and learning during COVID-19: The case of the Maune circuit in the Capricorn North district

The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe

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