Education Policy and the Pursuit of Equality: Perspectives from South Africa.
- Published in:
- 2013
- By:
- Publication type:
- Interview
Works matching IS 09731849 AND DT 2013 AND VI 10 AND IP 2
Results: 10
1
2
Teachers as Professionals: Accountable and Autonomous? Review of the Report of the Justice Verma Commission on Teacher Education. August 2012. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India.
- Published in:
- Contemporary Education Dialogue, 2013, v. 10, n. 2, p. 293, doi. 10.1177/0973184913485021
- By:
- Publication type:
- Article
3
Book Review: Education and Economics: Disciplinary Evolution and Policy Discourse.
- Published in:
- 2013
- By:
- Publication type:
- Book Review
4
Book Review:School Education, Pluralism and Marginality: Comparative Perspectives.
- Published in:
- 2013
- By:
- Publication type:
- Book Review
5
Book Review:Problematizing Language Studies: Cultural, Theoretical and Applied Perspectives: Essays in Honor of Rama Kant Agnihotri.
- Published in:
- 2013
- By:
- Publication type:
- Book Review
6
The Psychosocial Development of Children: Implications for Education and Society — Erik Erikson in Context.
- Published in:
- 2013
- By:
- Publication type:
- Opinion
7
‘Promiscuous Crowd of English Smatterers’: The ‘Poor’ in the Colonial and Nationalist Discourse on Education in India, 1835–1912.
- Published in:
- Contemporary Education Dialogue, 2013, v. 10, n. 2, p. 223, doi. 10.1177/0973184913485013
- By:
- Publication type:
- Article
8
Low Literacy Attainments in School and Approaches to Diagnosis: An Exploratory Study.
- Published in:
- Contemporary Education Dialogue, 2013, v. 10, n. 2, p. 197, doi. 10.1177/0973184913484997
- By:
- Publication type:
- Article
9
An Ethnographic Study of Disciplinary and Pedagogic Practices in a Primary Class.
- Published in:
- Contemporary Education Dialogue, 2013, v. 10, n. 2, p. 163, doi. 10.1177/0973184913484996
- By:
- Publication type:
- Article
10
Editorial.
- Published in:
- Contemporary Education Dialogue, 2013, v. 10, n. 2, p. 157, doi. 10.1177/0973184913484995
- Publication type:
- Article