Works matching IS 02560100 AND DT 2022 AND VI 42
Results: 44
The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province.
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- South African Journal of Education, 2022, v. 42, p. S1, doi. 10.15700/saje.v42ns1a2098
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The principal's role in managing curriculum change: Implications for the provision of quality education.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2294
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English First Additional Language: Teachers' written feedback practices in multi-grade classrooms in rural South African primary schools.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2145
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Collaboration: The key to managing discipline in South African schools.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2139
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School leadership practice at faith-based schools through a servant leadership lens.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2138
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Teachers' views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2131
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Tokenism and barriers to genuine learner participation in school governance in one progressive South African girls' high school.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2115
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Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2101
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Investigating English First Additional Language educators' reading comprehension practices in selected schools in Gauteng, South Africa.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2094
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Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2080
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Effective mentoring: Understanding factors affecting the holistic development of preservice teachers during teaching practice.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2062
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Developmental dyslexia in private schools in South Africa: Educators' perspectives.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a1992
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- Article
The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries.
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- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a1981
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Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2090
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Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2111
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Parents’ attitudes towards distance learning during the COVID-19 pandemic.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2129
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Parental involvement in children’s primary education: A case study from a rural district in Malawi.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2133
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Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2063
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History education and changing epistemic beliefs about history: An intervention in initial teacher training.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2086
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Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1
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The effects of the attributional style on the mathematics performance of senior secondary school students.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2113
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Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2104
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Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2103
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Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2097
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Investigating the beliefs and attitudes of teachers towards students who stutter.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2093
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Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2088
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A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2061
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“I thought I was going to pass”: Learners’ experiences of grade retention.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2054
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A case study of Northern Cyprus: The voice of senior academic administrators on education.
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- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a1916
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Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being.
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a2081
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Post-method practice in the English First Additional Language classroom: A transformative language pedagogy.
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a2059
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Construction of self as a principal: Meanings gleaned from narratives of novice school principals.
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a2018
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Reducing school violence: A peace education project in KwaZulu-Natal, South Africa.
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1989
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PGCE students' learning through reflective journaling during teaching practice: An exploratory study.
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1956
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Correlation between behavioural management, instructional management, and the English proficiency level of teachers of English as a foreign language (EFL).
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1949
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Circuit managers' views on quality education at selected public schools in the Limpopo province, South Africa.
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- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1947
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Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a2049
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Teaching and learning Physics using interactive simulation: A guided inquiry practice.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1997
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Vulnerable young adults' retrospective perceptions of school-based psychosocial support.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1994
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The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1990
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Exploring the factors affecting pre-service science teachers' actual use of technology during teaching practice.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1955
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Differentiating between experience and expertise in mentoring student teachers.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1945
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Learners' perspectives on school safety in Johannesburg.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1936
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Exploring educators' experiences of the social functioning of learners in middle childhood.
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- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1887
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