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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 2 (2019)

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Table of Contents

Articles

An analysis of quality of education and its evaluation: A case of Zimbabwean primary schools EMAIL FREE FULL TEXT
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Elizabeth Garira, Sarah Howie, Tjeerd Plomp
Collaboration between school management teams and governing bodies in effectively managing public primary school finances EMAIL FREE FULL TEXT
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Philip Basson, Raj Mestry
Perceptions of teachers and school management teams of the leadership roles of public school principals EMAIL FREE FULL TEXT
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Parvathy Naidoo
Teacher culture and emergent context in two desegregated science classrooms in South Africa: A focused ethnography EMAIL FREE FULL TEXT
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Lifeas Kudakwashe Kapofu
An approach to re-skilling of in-service teachers in Physical Education in South African schools EMAIL FREE FULL TEXT
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Leoni C.E. Stroebel, Johnnie Hay, Hermanus J. Bloemhoff
Prospective early childhood teachers’ difficulties in analysing children’s ideas about the natural and social environment EMAIL FREE FULL TEXT
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María Puig Gutiérrez, Marta Cruz-Guzmán, Fátima Rodríguez-Marín
Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the Form-three assessment (PT3) EMAIL FREE FULL TEXT
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Abdul Halim Abdullah, Siti Safuraa Fadil, Sharifah Nurarfah S. Abd Rahman, Lokman Mohd Tahir
Developing metacognition among young learners by using stories EMAIL FREE FULL TEXT
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Suzanne van Aswegen, Estelle Swart, Marietjie M. Oswald
Shared storybook reading interactions between children with complex communication needs and their caregivers EMAIL FREE FULL TEXT
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Refilwe Elizabeth Morwane, Shakila Dada, Juan Bornman
Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach EMAIL FREE FULL TEXT
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Chinyere Grace Ogbonna, Nnenna Ekpereka Ibezim, Chiaka Augusta Obi
A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness EMAIL FREE FULL TEXT
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Charlene du Toit-Brits
Understanding student participation within a group learning EMAIL FREE FULL TEXT
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Triyanto Triyanto
Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example) EMAIL FREE FULL TEXT
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Meltem Gökdağ Baltaoğlu, Meral Güven
The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students EMAIL FREE FULL TEXT
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Siphokazi Kwatubana, Mark Bosch
WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme EMAIL FREE FULL TEXT
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Maglin Moodley


ISSN: 2076-3433
AJOL African Journals Online