Works matching IS 02582236 AND DT 2024 AND VI 42 AND IP 2
Results: 22
The use of Van Hiele's geometric thinking model to interpret Grade 12 learners' learning difficulties in Euclidean Geometry.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 162, doi. 10.38140/pie.v42i2.8350
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Editorial.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 1, doi. 10.38140/pie.v42i2.8325
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A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 294, doi. 10.38140/pie.v42i2.8036
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Pedagogy with a heartbeat: The transformative potential of citizen science in education.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 110, doi. 10.38140/pie.v42i2.8013
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Foundation phase male teachers' experiences of teaching comprehensive sexuality education in the Eastern Cape Province of South Africa.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 252, doi. 10.38140/pie.v42i2.7987
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Universal Design for Learning and writing centres in South African higher education.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 15, doi. 10.38140/pie.v42i2.7830
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The right to education for children with autism in Lesotho: A review of the legal and policy frameworks.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 282, doi. 10.38140/pie.v42i2.7814
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The school management team's role of defining the school vision and mission at a South African rural school.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 223, doi. 10.38140/pie.v42i2.7801
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A Bilingual-Bicultural literacy programme for deaf learners in Namibia.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 267, doi. 10.38140/pie.v42i2.7779
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Students experience stories as lenses for sense-making of the transition to higher education.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 31, doi. 10.38140/pie.v42i2.7696
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How pre-service teachers talk about observed lessons: Implications for teacher education.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 93, doi. 10.38140/pie.v42i2.7635
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To mentor and to be mentored in Grade R.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 238, doi. 10.38140/pie.v42i2.7600
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Educational resources leveraged by students at a Private Higher Education Institution during Covid-19 pandemic.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 60, doi. 10.38140/pie.v42i2.7542
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Secondary school students' perceptions of the 21st-century 4Cs in Zimbabwe.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 145, doi. 10.38140/pie.v42i2.7489
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- Article
The World Bank's neoliberal agenda and inclusive education in post-apartheid South African schools.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 308, doi. 10.38140/pie.v42i2.7454
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- Article
Middle leaders pursuing teacher safety against learner victimization: A policy document analysis.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 206, doi. 10.38140/pie.v42i2.7447
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Crossing boundaries: Beginner teachers transitioning from university graduates to fully legitimate participants in the teaching profession.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 77, doi. 10.38140/pie.v42i2.7339
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The relationship between the philosophy of ubuntu and the principles of inclusive education.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 128, doi. 10.38140/pie.v42i2.7338
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Effects of same-year/level peer-assisted learning on academic performance of students in health sciences' extended curriculum programmes at a University of Technology in South Africa.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 46, doi. 10.38140/pie.v42i2.7311
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Exploring school support stakeholders' perceptions in identifying learning barriers: the case study of selected rural schools in the Eastern Cape.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 176, doi. 10.38140/pie.v42i2.7108
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Chronicling participants' understanding and experiences of integrating ICT into the teaching of geography in South African schools.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 192, doi. 10.38140/pie.v42i2.7083
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Pedagogy of care in online teaching and learning environments at tertiary institutions through the eyes of Freire.
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- Perspectives in Education, 2024, v. 42, n. 2, p. 4, doi. 10.38140/pie.v42i2.6580
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