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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 39 (2019): Supplement 1

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Table of Contents

Articles

Editorial: building a conducive environment in underachieving schools: a critical pedagogy EMAIL FREE FULL TEXT
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Mutendwahothe Walter Lumadi
Teachers for rural schools – a challenge for South Africa EMAIL FREE FULL TEXT
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Pierre du Plessis, Raj Mestry
Thuma mina and education: Volunteerism, possibilities and challenges EMAIL FREE FULL TEXT
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Johan Beckmann
Fostering self-regulated learning of Grade 10 learners by means of participatory action research EMAIL FREE FULL TEXT
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Monki M. Moseki, Salomé Schulze
Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective EMAIL FREE FULL TEXT
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H van Dyk, C.J. White
School-based mathematics teacher professional learning: A theoretical position on the lesson study approach EMAIL FREE FULL TEXT
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Duncan Mhakure
Learners and educators as agents of social transformation in dysfunctional South African schools EMAIL FREE FULL TEXT
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Kholeka Moloi
Taming the tide of achievement gap by managing parental role in learner discipline EMAIL FREE FULL TEXT
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Rudzani Israel Lumadi
Schooling experiences of children left behind in Zimbabwe by emigrating parents: Implications for inclusive education EMAIL FREE FULL TEXT
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Mazvita Cecilia Tawodzera, Mahlapahlapana Themane
Physical sciences teaching and learning in Eastern Cape rural schools: Reflections of pre-service teachers EMAIL FREE FULL TEXT
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Merlin John
“You can be anything” – Career guidance messages and achievement expectations among Cape Town teenagers EMAIL FREE FULL TEXT
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Katherine Morse


ISSN: 2076-3433
AJOL African Journals Online