The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province.
- Published in:
- South African Journal of Education, 2022, v. 42, p. S1, doi. 10.15700/saje.v42ns1a2098
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- Publication type:
- Article
Works matching IS 02560100 AND DT 2022 AND VI 42
Results: 44
1
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The principal's role in managing curriculum change: Implications for the provision of quality education.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2294
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- Publication type:
- Article
3
English First Additional Language: Teachers' written feedback practices in multi-grade classrooms in rural South African primary schools.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2145
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- Publication type:
- Article
4
Collaboration: The key to managing discipline in South African schools.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2139
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- Publication type:
- Article
5
School leadership practice at faith-based schools through a servant leadership lens.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2138
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- Publication type:
- Article
6
Teachers' views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2131
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- Publication type:
- Article
7
Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2097
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- Publication type:
- Article
8
Tokenism and barriers to genuine learner participation in school governance in one progressive South African girls' high school.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2115
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- Publication type:
- Article
9
Investigating English First Additional Language educators' reading comprehension practices in selected schools in Gauteng, South Africa.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2094
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- Publication type:
- Article
10
Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2111
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- Publication type:
- Article
11
Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2080
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- Publication type:
- Article
12
Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a2081
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- Publication type:
- Article
13
Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2101
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- Publication type:
- Article
14
Developmental dyslexia in private schools in South Africa: Educators' perspectives.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a1992
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- Publication type:
- Article
15
Parents’ attitudes towards distance learning during the COVID-19 pandemic.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2129
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- Publication type:
- Article
16
Effective mentoring: Understanding factors affecting the holistic development of preservice teachers during teaching practice.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a2062
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- Publication type:
- Article
17
Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2103
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- Publication type:
- Article
18
The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 4, p. 1, doi. 10.15700/saje.v42n4a1981
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- Publication type:
- Article
19
Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2090
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- Publication type:
- Article
20
Parental involvement in children’s primary education: A case study from a rural district in Malawi.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2133
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- Publication type:
- Article
21
History education and changing epistemic beliefs about history: An intervention in initial teacher training.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2086
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- Publication type:
- Article
22
Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2104
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- Publication type:
- Article
23
Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2063
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- Publication type:
- Article
24
Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2088
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- Publication type:
- Article
25
Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1
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- Publication type:
- Article
26
The effects of the attributional style on the mathematics performance of senior secondary school students.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2113
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- Publication type:
- Article
27
Investigating the beliefs and attitudes of teachers towards students who stutter.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2093
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- Publication type:
- Article
28
A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2061
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- Publication type:
- Article
29
A case study of Northern Cyprus: The voice of senior academic administrators on education.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a1916
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- Publication type:
- Article
30
Circuit managers' views on quality education at selected public schools in the Limpopo province, South Africa.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1947
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- Publication type:
- Article
31
“I thought I was going to pass”: Learners’ experiences of grade retention.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 3, p. 1, doi. 10.15700/saje.v42n3a2054
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- Publication type:
- Article
32
Post-method practice in the English First Additional Language classroom: A transformative language pedagogy.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a2059
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- Publication type:
- Article
33
Reducing school violence: A peace education project in KwaZulu-Natal, South Africa.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1989
- By:
- Publication type:
- Article
34
PGCE students' learning through reflective journaling during teaching practice: An exploratory study.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1956
- By:
- Publication type:
- Article
35
Correlation between behavioural management, instructional management, and the English proficiency level of teachers of English as a foreign language (EFL).
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a1949
- By:
- Publication type:
- Article
36
Construction of self as a principal: Meanings gleaned from narratives of novice school principals.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 2, p. 1, doi. 10.15700/saje.v42n2a2018
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- Publication type:
- Article
37
Vulnerable young adults' retrospective perceptions of school-based psychosocial support.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1994
- By:
- Publication type:
- Article
38
Teaching and learning Physics using interactive simulation: A guided inquiry practice.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1997
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- Publication type:
- Article
39
Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a2049
- By:
- Publication type:
- Article
40
The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1990
- By:
- Publication type:
- Article
41
Exploring the factors affecting pre-service science teachers' actual use of technology during teaching practice.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1955
- By:
- Publication type:
- Article
42
Differentiating between experience and expertise in mentoring student teachers.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1945
- By:
- Publication type:
- Article
43
Learners' perspectives on school safety in Johannesburg.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1936
- By:
- Publication type:
- Article
44
Exploring educators' experiences of the social functioning of learners in middle childhood.
- Published in:
- South African Journal of Education, 2022, v. 42, n. 1, p. 1, doi. 10.15700/saje.v42n1a1887
- By:
- Publication type:
- Article