INCLUSIVE EDUCATION IN SOUTHERN AFRICA: A CRITICAL POLICYANALYSIS.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 55, doi. 10.59915/jes.2024.23.3.4
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Works matching IS 16807456 AND DT 2024 AND VI 23 AND IP 3
Results: 10
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UNDERGRADUATE STUDENTS' PERCEPTIONS OF THEIR RESILIENCEAND THE IMPACTS ON ACADEMIC SUCCESS: EXPERIENCESFROMONE SOUTH AFRICAN UNIVERSITY.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 125, doi. 10.59915/jes.2024.23.3.8
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- Article
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THE INFLUENCE OF CIRCUIT MANAGERS ON LEARNERPERFORMANCE IN A THRIVING RURAL DISTRICT.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 107, doi. 10.59915/jes.2024.23.3.7
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- Article
4
MANAGEMENT OF DEPRESSION AMONG UNDERGRADUATESFORHUMAN FLOURISHING.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 95, doi. 10.59915/jes.2024.23.3.6
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- Article
5
INTEGRATING IMMIGRANT LEARNERS' INDIGENOUS GAMES(NHODO) INTO THE TEACHING AND LEARNING OF NUMBER SYSTEMSINGRADE 3 AT A SCHOOL.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 77, doi. 10.59915/jes.2024.23.3.5
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6
AN ANALYSIS OF AFRICAN TRADITIONAL PRACTICES THATINFLUENCE GENDER INEQUALITY OF MALES IN TEXTILETECHNOLOGY AND DESIGN IN TWO UNIVERSITIES IN ZIMBABWE.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 150, doi. 10.59915/jes.2024.23.3.9
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- Article
7
TEACHING READING PROFICIENCY IN XITSONGA HOME LANGUAGEINGRADE 3: TEACHERS EXPERIENCES.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 37, doi. 10.59915/jes.2024.23.3.3
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8
INTEGRATING ENVIRONMENTAL AND SUSTAINABILITY EDUCATIONKNOWLEDGE, SKILLS, AND ATTITUDES IN TEACHER TRAININGINSTITUTIONS DURING TEACHING PRACTICE.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 7, doi. 10.59915/jes.2024.23.3.1
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9
THE CENTRALITY OF CONTINUOUS PROFESSIONAL DEVELOPMENT(CPD) FOR TEACHERS IN PURSUIT OF DECENT LEARNER OUTCOMES.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 3
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- Article
10
BARRIERS TO PARTICIPATING IN SPORTING ACTIVITIES AMONGHIGHER EDUCATION STUDENTS LIVING WITH DISABILITIES INAFRICA: SCOPING REVIEW.
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- Journal of Educational Studies, 2024, v. 23, n. 3, p. 22, doi. 10.59915/jes.2024.23.3.2
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