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OALib Journal期刊
ISSN: 2333-9721
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Pre-service accounting teachers’ attitudes to mathematics

Msizi Vitalis Mkhize,Suriamurthee Moonsamy Maistry

The effect of outdoor learning activities on the development of preschool children

Günseli Y？ld？r？m,Güzin ？zy？lmaz Akamca

Encounters of newly qualified teachers with micro-politics in primary schools in Zimbabwe

Mishack Gumbo,Snodia Magudu

Assessing the outcomes of school-based partnership resilience intervention

Christelle Huddle,Ruth Mampane

Democracy, ethics and social justice: Implications for secondary school leadership in Kenya

Julius O. Jwan,Sella T. Kisaka

Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder

Erica Dorethea Spangenberg

Educators’ relational experiences with learners identified with fetal alcohol spectrum disorder

Izanette Van Schalkwyk,Sandra Marais

The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers

Basak Baglama,Huseyin Uzunboylu

“Walking the talk”: The influence of an introduction to cognitive education on school leaders

Karen Collett,Lena Green

Teaching strategies to support isiXhosa learners who receive education in a second/third language

E Barnard,M Van der Westhuizen,T Kotzé

Adolescent identity formation in the context of vocationally oriented special needs schools

Carmelita Jacobs,Lynette Collair

Socio-educational development of pre-school children in Eastern Cape: Factors militating against fathers’ readiness to participate

Chinedu Okeke,Ishola Akindele Salami

Digital storytelling to engage postgraduates in reflective practice in an emerging economy

Lorna M Dreyer

Empowering principals to lead and manage public schools effectively in the 21st century

Raj Mestry

Constraints to quality education and support for all: A Western Cape case

Lorna M Dreyer

Students’ perceptions and readiness towards mobile learning in colleges of education: A Nigerian perspective

Irene Govender,John Gyang Chaka

The therapeutic collaboration in life design counselling: The case of Ryan

Eugénia Ribeiro,Filipa Silva,Maria do Céu Taveira,Paulo Cardoso

Exploring Group Life Design with teachers in the context of poverty related psychosocial challenges

Lesley Wood,Lukas Meyer,Rubina Setlhare

Mid-career construction counselling to instill spiritual awareness and allay fear

JG (Kobus) Maree

Facebook as an instrument to enhance the career construction journeys of adolescent learners

Boitumelo M Diale,Cornelius JJ Wessels

Repeated retention or dropout? Disputing Hobson’s choice in South African township schools

Adelene A. Grobler,Marlies Lacante,Silke Grossen

e-Portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables

Arend Carl,Sonja Strydom

Home and school environmental determinants of science achievement of South African students

Andrea Juan,Mariette Visser

A resilience, health and well-being lens for education and poverty

Liesel Ebers？hn

‘We are never invited’: School children using collage to envision care and support in rural schools

Fumane P Khanare,Naydene de Lange

Career decision-making of the gifted and talented

Deniz Ozcan

Deconstructing career myths and cultural stereotypes in a context of low resourced township communities

Anouk J. Albien,Anthony V. Naidoo

Structural determinants of students’ employability: Influence of career guidance activities

Oluyomi Susan Pitan,Sulaiman Olusegun Atiku

Career counseling research-practice disparities: What we know and what we need to know

Maria Eduarda Duarte

How teachers of English in South African schools recognise their change agency

Ansurie Pillay

Pre-service teachers’ professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province

Tabitha Grace Mukeredzi,Thabisile Nkambule

Zimbabwean teachers in South Africa: A transient greener pasture

Rian de Villiers,Zenzele Weda

The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs

Cigdem Hursen,Didem Islek

Family experiences, the motivation for science learning and science achievement of different learner groups

Eleanor Lemmer,Salomé Schulze

Language at the Grade Three and Four interface: The theory-policy-practice nexus

Jabulani Sibanda

Exploring teachers’ practices in teaching Mathematics and Statistics in KwaZulu-Natal schools

Delia North,Odette Umugiraneza,Sarah Bansilal

Postgraduate supervision at an open distance e-learning institution in South Africa

Tintswalo Vivian Manyike

Predicting secondary school dropout among South African adolescents: A survival analysis approach

Edward A. Smith,Elizabeth H. Weybright,Hui Xie,Linda L. Caldwell,Lisa Wegner

Teacher classroom practices and Mathematics performance in South African schools: A reflection on TIMSS 2011

Fabian Arends,Lolita Winnaar,Mogege Mosimege

Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers

Carolina S. Botha

The value of large-scale randomised control trials in system-wide improvement: The case of the Reading Catch-Up Programme

Brahm Fleisch,Stephen Taylor,Thabo Mabogoane,Volker Sch？er

Promoting resilience among Sesotho-speaking adolescent girls: Lessons for South African teachers

Linda C. Theron,Tamlynn C. Jefferis

Factors influence the digital media teaching of primary school teachers in a flipped class: A Taiwan case study

Chia-wen Weng,Yung-hsun Cheng

The National Benchmark Test of quantitative literacy: Does it complement the Grade 12 Mathematical Literacy examination?

Kabelo Sebolai,Natalie le Roux

Inclusive values in the planning of Mathematical issues at an early age

Biljana Maslovari？,Tatjana Novovi？,Veselin Mi？anovi？

The liminality of new foundation phase teachers: Transitioning from university into the teaching profession

Nadine Petersen

The relationship between housing and children’s literacy achievement: Implications for supporting vulnerable children

Jace Pillay

©2008-2020 OALib, Inc | Public user content licensed CC-BY 4.0 unless otherwise specified. OALib ISSN Online: 2333-9721 OALib ISSN Print: 2333-9705