Vol. 30 No. 1 (2010) | South African Journal of Education

Published: 2010-03-11

Revisiting Jürgen Habermas’s notion of communicative action and its relevance for South African school governance: can it succeed?

N Mabovula

DOI:

10.15700/saje.v30n1a312

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Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools

P du Preez, C Roux

DOI:

10.15700/saje.v30n1a313

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Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme

D Ngidi, P Sibaya, D Sibaya, H Khuzwayo, M Maphalala, N Ngwenya

DOI:

10.15700/saje.v30n1a314

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Disruptive behaviour in the Foundation Phase of schooling

P Marais, C Meier

DOI:

10.15700/saje.v30n1a315

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A case study of continuing teacher professional development through lesson study in South Africa

Y Ono, J Ferreira

DOI:

10.15700/saje.v30n1a320

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Entrepreneurial orientation and practice: three case examples of historically disadvantaged primary schools

M Xaba, M Malindi

DOI:

10.15700/saje.v30n1a316

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Troubling some generalisations on teacher education in the English-speaking world: the case of the Republic of Ireland

T O’Donoghue, J Harford

DOI:

10.15700/saje.v30n1a317

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Learner councillors’ perspectives on learner participation

E Phaswana

DOI:

10.15700/saje.v30n1a251

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Language diversity in the mathematics classroom: does a learner companion make a difference?

H Botes, A Mji

DOI:

10.15700/saje.v30n1a318

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Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province

A Rakumako, R Laugksch

DOI:

10.15700/saje.v30n1a319

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Whose voice matters? LEARNERS

S Bansilal, A James, M Naidoo

DOI:

10.15700/saje.v30n1a236

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South African Journal of Education
Journal / South African Journal of Education / Vol. 30 No. 1 (2010) / Articles

Articles

Revisiting Jürgen Habermas’s notion of communicative action and its relevance for South African school governance: can it succeed?

DOI:

Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools

DOI:

Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme

DOI:

Disruptive behaviour in the Foundation Phase of schooling

DOI:

A case study of continuing teacher professional development through lesson study in South Africa

DOI:

Entrepreneurial orientation and practice: three case examples of historically disadvantaged primary schools

DOI:

Troubling some generalisations on teacher education in the English-speaking world: the case of the Republic of Ireland

DOI:

Learner councillors’ perspectives on learner participation

DOI:

Language diversity in the mathematics classroom: does a learner companion make a difference?

DOI:

Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province

DOI:

Whose voice matters? LEARNERS

DOI:

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