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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, No 3 (2019)

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Table of Contents

Articles

Capacitating postgraduate education students with lay counselling competencies via the culturally appropriate bibliotherapeutic Read-me-to-Resilience intervention EMAIL FREE FULL TEXT
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Carmen Joubert, Johnnie Hay
Relationship between prospective teachers’ deontic justice attitudes and academic dishonesty tendencies EMAIL FREE FULL TEXT
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Sait Akbaşlı, Şefika Şule Erçetin, Sevda Kubilay
Finding the missing variables: A systematic review of mathematics improvement strategies for South African public schools EMAIL FREE FULL TEXT
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Claire Gaillard
Mathematics anxiety among pre-service accounting teachers EMAIL FREE FULL TEXT
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Msizi Vitalis Mkhize
Difficulties in developing a curriculum for pre-service science teachers EMAIL FREE FULL TEXT
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Kwanele Booi, Mamsi Ethel Khuzwayo
Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools EMAIL FREE FULL TEXT
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Mzamani J. Maluleke
Identifying mechanisms of change in the Early Grade Reading Study in South Africa EMAIL FREE FULL TEXT
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Brahm Fleisch, Kerryn Dixon
Learning with mobile devices: A comparison of four mobile learning pilots in Africa EMAIL FREE FULL TEXT
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Shafika Isaacs, Nicky Roberts, Garth Spencer-Smith
The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school EMAIL FREE FULL TEXT
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Samantha Anne Hart, Sumaya Laher
Managing the use of resources in multi-grade classrooms EMAIL FREE FULL TEXT
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Mothofela R. Msimanga
Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude EMAIL FREE FULL TEXT
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Filiz Avcı, Fatma Gülay Kırbaşlar, Burçin Acar Şeşen
Disciplinary practices in the early grades: Creating culturally responsive learning environments in South Africa EMAIL FREE FULL TEXT
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Chevonne Prins, Ina Joubert, Judite Ferreira-Prevost, Melanie Moen
The effectiveness of stakeholder collaboration in preventing learner pregnancy in secondary schools in the Eastern Cape, South Africa: Implications for leadership EMAIL FREE FULL TEXT
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Ntombizandile Gcelu
The prevalence, nature, and functions of non-suicidal self-injury (NSSI) in a South African student sample EMAIL FREE FULL TEXT
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Sarojini Naidoo
Challenges experienced by learners with visual impairments in South African township mainstream primary schools EMAIL FREE FULL TEXT
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Mokwena Morelle, Ramodungoane Tabane


ISSN: 2076-3433
AJOL African Journals Online