Vol. 44 No. 3 (2024) | South African Journal of Education

“It is okay to be different” – Anti-bias practices of early childhood teachers in Saudi Arabia

Shatha Abdullah Alfayez, Sabha Hakim Allehyani

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Perceived psychosocial effects of COVID-19 on the teaching realities of Foundation Phase educators in selected rural quintiles 1 to 3 schools in South Africa

Nozipho Mtande, Eleanor Ross

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Comparison of virtual reality perceptions of teachers working in Türkiye and South Africa

Hüseyin Kocasaraç, Handson Fingi Mlotshwa

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Using social media for teaching English during the COVID-19 pandemic: Lessons from Indonesia

Herli Salim, Afrianto Daud, Muhammad Hanif

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Educators’ adaptive assessment procedures in teaching English First Additional Language in Grade 6 inclusive classrooms in South Africa

Margaret Chauke, Ramodungoane Tabane

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An evaluation of the use of character strengths as an asset-based approach to learner support

EM Eloff, MP van der Merwe, I Karsten

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Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools: Teachers’ perspectives

Appolonia Masunungure, Mbulaheni Maguvhe

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The implementation of learner integration and its challenges in a selected former Model C school: Learners’ perspectives

Theresia Joakim Kanyopa, Dipane Joseph Hlalele, Matseliso Mokhele-Makgalwa

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Augmentative and alternative communication training: The effect on perceptions of special school teachers

Bathobile Charity Ngcobo, Juan Bornman

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Teachers’ perspectives on the difficulties they experience with students who stutter, and educational regulations

Pelin Pistav Akmese, Nilay Kayhan, Barıs Akmese

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The efficiency of financial management systems in selected schools in the Amathole West education district in the Eastern Cape, South Africa

Pamela Mlakalaka, Tando Rulashe

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School inspectors’ perspectives of their instructional leadership support to schools in Zimbabwe

Michael Muswere, Loyiso Jita, Godsend Chimbi

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Empowering rural parents to effectively contribute to their children’s education

Sam Mokgapego Morowane, Ramodike Nylon Marishane

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The relation between attitudes towards the use of technology in music education and big five inventory personality traits

Oğuzhan Atabek, Sabahat Burak

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Investigating the correlation between metacognitive skills and conceptual understanding using self-organised learning environments pedagogy

Hodi Elias Tsamago, Anass Bayaga

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Measuring dimensions of teacher resilience in Africa: Self-efficacy and teacher efficacy

Carine Jonker, Marien Alet Graham, Liesel Ebersöhn

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South African Journal of Education
Journal / South African Journal of Education / Vol. 44 No. 3 (2024) / Articles

Articles

“It is okay to be different” – Anti-bias practices of early childhood teachers in Saudi Arabia

Perceived psychosocial effects of COVID-19 on the teaching realities of Foundation Phase educators in selected rural quintiles 1 to 3 schools in South Africa

Comparison of virtual reality perceptions of teachers working in Türkiye and South Africa

Using social media for teaching English during the COVID-19 pandemic: Lessons from Indonesia

Educators’ adaptive assessment procedures in teaching English First Additional Language in Grade 6 inclusive classrooms in South Africa

An evaluation of the use of character strengths as an asset-based approach to learner support

Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools: Teachers’ perspectives

The implementation of learner integration and its challenges in a selected former Model C school: Learners’ perspectives

Augmentative and alternative communication training: The effect on perceptions of special school teachers

Teachers’ perspectives on the difficulties they experience with students who stutter, and educational regulations

The efficiency of financial management systems in selected schools in the Amathole West education district in the Eastern Cape, South Africa

School inspectors’ perspectives of their instructional leadership support to schools in Zimbabwe

Empowering rural parents to effectively contribute to their children’s education

The relation between attitudes towards the use of technology in music education and big five inventory personality traits

Investigating the correlation between metacognitive skills and conceptual understanding using self-organised learning environments pedagogy

Measuring dimensions of teacher resilience in Africa: Self-efficacy and teacher efficacy

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