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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 1 (2018)

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Table of Contents

Articles

Homework policy review: A case study of a public school in the Western Cape Province EMAIL FREE FULL TEXT
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Verbra Pfeiffer
Politicising curriculum implementation: The case of primary schools EMAIL FREE FULL TEXT
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Moyahabo Rodgers Molapo, Venitha Pillay
Information communication technology policy and public primary schools’ efficiency in Rwanda EMAIL FREE FULL TEXT
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Sylvestre Munyengabe, Haiyan He, Zhao Yiyi
Learning style preferences and Mathematics achievement of secondary school learners EMAIL FREE FULL TEXT
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Anne Bosman, Salomé Schulze
The impact of language factors on learner achievement in Science EMAIL FREE FULL TEXT
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C.H. Prinsloo, S.C. Rogers, J.C. Harvey
Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa EMAIL FREE FULL TEXT
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Umesh Ramnarain, Manzini Hlatswayo
Perceptions of disadvantaged rural matriculants regarding factors facilitating and constraining their transition to tertiary education EMAIL FREE FULL TEXT
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Precious Maila, Eleanor Ross
Native speaker dichotomy: Stakeholders’ preferences and perceptions of native and non-native speaking English language teachers EMAIL FREE FULL TEXT
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Nurdan Atamturk, Hakan Atamturk, Celen Dimililer
The impact of formative assessment activities on the development of teacher agency in mathematics teachers EMAIL FREE FULL TEXT
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Adri van der Nest, Caroline Long, Johann Engelbrecht
Enabling the development of student teacher professional identity through vicarious learning during an educational excursion EMAIL FREE FULL TEXT
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Karen Steenekamp, Martyn van der Merwe, Aygul Salieva Mehmedova
The realities of educator support in a South African school district EMAIL FREE FULL TEXT
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Gugulethu Nkambule, Christina Amsterdam
Learner-to-teacher bullying as a potential factor influencing teachers’ mental health EMAIL FREE FULL TEXT
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Marit Helen Woudstra, Estie Janse van Rensburg, Maretha Visser, Joyce Jordaan
Social networking as a strategic tool in the management of school-based violence EMAIL FREE FULL TEXT
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Chidi Idi Eke, Shakila Singh


ISSN: 2076-3433
AJOL African Journals Online