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.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 162, doi. 10.38140/pie.v42i2.8350

By:

Mudhefi, Fungirai;
Mabotja, Koena;
Muthelo, Dimakatjo

Publication type:

Article

Editorial.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 1, doi. 10.38140/pie.v42i2.8325

By:

Nieuwenhuis, Jan

Publication type:

Article

A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 294, doi. 10.38140/pie.v42i2.8036

By:

Steyn, Jossie;
Koen, Mariette;
Theron, Hantie

Publication type:

Article

Pedagogy with a heartbeat: The transformative potential of citizen science in education.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 110, doi. 10.38140/pie.v42i2.8013

By:

Goldin, Jacqueline;
Suransky, Carolina

Publication type:

Article

Foundation phase male teachers' experiences of teaching comprehensive sexuality education in the Eastern Cape Province of South Africa.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 252, doi. 10.38140/pie.v42i2.7987

By:

Kagola, Obakeng

Publication type:

Article

Universal Design for Learning and writing centres in South African higher education.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 15, doi. 10.38140/pie.v42i2.7830

By:

Moodley, Désireé Eva

Publication type:

Article

The right to education for children with autism in Lesotho: A review of the legal and policy frameworks.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 282, doi. 10.38140/pie.v42i2.7814

By:

Tseeke, Mahlape;
Rakolobe, Kelello Alicia

Publication type:

Article

The school management team's role of defining the school vision and mission at a South African rural school.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 223, doi. 10.38140/pie.v42i2.7801

By:

Maifala, Selaelo

Publication type:

Article

A Bilingual-Bicultural literacy programme for deaf learners in Namibia.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 267, doi. 10.38140/pie.v42i2.7779

By:

Bruwer, Beausetha;
van Staden, Annalene;
du Plessis, Lodewyk

Publication type:

Article

Students experience stories as lenses for sense-making of the transition to higher education.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 31, doi. 10.38140/pie.v42i2.7696

By:

Lees, Deborah;
van Zyl, Andre

Publication type:

Article

How pre-service teachers talk about observed lessons: Implications for teacher education.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 93, doi. 10.38140/pie.v42i2.7635

By:

Langsford, Dale

Publication type:

Article

To mentor and to be mentored in Grade R.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 238, doi. 10.38140/pie.v42i2.7600

By:

Jardine, Mastura Jamodien;
Shaik, Naseema;
Adendorff, Stanley Anthony

Publication type:

Article

Educational resources leveraged by students at a Private Higher Education Institution during Covid-19 pandemic.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 60, doi. 10.38140/pie.v42i2.7542

By:

Ramgovind, Priya;
Valashiya, Mbali Cynthia;
Pramjeeth, Shamola

Publication type:

Article

Secondary school students' perceptions of the 21st-century 4Cs in Zimbabwe.

Published in:: Perspectives in Education, 2024, v. 42, n. 2, p. 145, doi. 10.38140/pie.v42i2.7489
Publication type:: Article

The World Bank's neoliberal agenda and inclusive education in post-apartheid South African schools.

Published in:: Perspectives in Education, 2024, v. 42, n. 2, p. 308, doi. 10.38140/pie.v42i2.7454
Publication type:: Article

Middle leaders pursuing teacher safety against learner victimization: A policy document analysis.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 206, doi. 10.38140/pie.v42i2.7447

By:

de Klerk, Edwin Darrell;
Palmer, June Monica

Publication type:

Article

Crossing boundaries: Beginner teachers transitioning from university graduates to fully legitimate participants in the teaching profession.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 77, doi. 10.38140/pie.v42i2.7339

By:

Daniels, Ruben Abraham Stephen;
Du Plooy, Lucinda

Publication type:

Article

The relationship between the philosophy of ubuntu and the principles of inclusive education.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 128, doi. 10.38140/pie.v42i2.7338

By:

Mpofu, Jabulani;
Sefotho, Maximus Monaheng

Publication type:

Article

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.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 46, doi. 10.38140/pie.v42i2.7311

By:

Slabbert, Róan

Publication type:

Article

Exploring school support stakeholders' perceptions in identifying learning barriers: the case study of selected rural schools in the Eastern Cape.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 176, doi. 10.38140/pie.v42i2.7108

By:

Jama, Pateka Pamella;
Buka, Andrea Mqondiso;
Naidoo, Shantha;
Moloi, Tshepang Jacob

Publication type:

Article

Chronicling participants' understanding and experiences of integrating ICT into the teaching of geography in South African schools.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 192, doi. 10.38140/pie.v42i2.7083

By:

Gubevu, Bongumusa W. S.;
Mncube, Vusi

Publication type:

Article

Pedagogy of care in online teaching and learning environments at tertiary institutions through the eyes of Freire.

Published in:

Perspectives in Education, 2024, v. 42, n. 2, p. 4, doi. 10.38140/pie.v42i2.6580

By:

Pietersen, Doniwen

Publication type:

Article