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South African Journal of Education

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The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; and letters in which criticism is given of articles that appeared in this Journal.

Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee.

Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.

SAJE is ISI accredited (in the Social Sciences Citation index), with an impact Factor is 0.560 (in 2015). 

Other websites related to this journal: http://www.sajournalofeducation.co.za/ and http://reference.sabinet.co.za/sa_epublication/educat


Vol 38, No 3 (2018)

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Table of Contents

Articles

What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes? EMAIL FREE FULL TEXT
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Lee Rusznyak
Towards an optimal person-environment fit: A baseline study of student teachers’ personality traits EMAIL FREE FULL TEXT
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Rümando Kok, Lukas Meyer
Are they really ‘ready, willing and able’? Exploring reality shock in beginner teachers in South Africa EMAIL FREE FULL TEXT
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Carolina S. Botha, Julialet Rens
Factors influencing the in-service programmes: Case study of teachers with learner-centred strategies in Blue Watersi setting EMAIL FREE FULL TEXT
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Lorna Holtman, Jennifer Martin, Robert Mukuna
Johannesburg’s inner city private schools: the teacher’s perspective EMAIL FREE FULL TEXT
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Tracey McKay, Madodomzi Mafanya, André C. Horn
The Circuit Managers as the weakest link in the school district leadership chain! Perspectives from a province in South Africa EMAIL FREE FULL TEXT
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Bongani D. Bantwini, Pontso Moorosi
Embedding values in the South African curriculum: by design or default? EMAIL FREE FULL TEXT
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Mncedisi Christian Maphalala, Nhlanhla Mpofu
Integrating positive psychology principles and exercises into a second-language high school curriculum EMAIL FREE FULL TEXT
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Marianne Gush, Abraham P. Greeff
Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia EMAIL FREE FULL TEXT
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Khalid Bingimlas
Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy EMAIL FREE FULL TEXT
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Mohaeka Raselimo, Cornel George Thamae
Inter-rater agreement in assigning levels of difficulty to examination questions in Life Sciences EMAIL FREE FULL TEXT
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Edith R. Dempster, Nicki F. Kirby
Effectiveness of individual and group investigations in developing integrated science inquiry skills EMAIL FREE FULL TEXT
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Monde Kazeni, Eddy Baloyi, Estelle Gaigher
Construction and verification of digital electronics contestants' indicators for vocational education in Taiwan EMAIL FREE FULL TEXT
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Chin-Wen Liao, Ta-Chun Chang, Hung-I Lin, Po-Wen Cheng


ISSN: 2076-3433
AJOL African Journals Online