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South African Journal of Education
Journal /
South African Journal of Education
/
Vol. 34 No. 2 (2014)
/ Articles
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Published:
2014-07-21
Articles
The contribution of a particular ‘kids in parks’ programme to the professional development of teachers
JG Ferreira
DOI:
10.15700/201412071129
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The investigation of STEM Self-Efficacy and Professional Commitment to Engineering among female high school students
Y Liu, S Lou, R Shih
DOI:
10.15700/201412071216
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‘We were not part of apartheid’: rationalisations used by four white pre-service teachers to make sense of race and their own racial identities
A le Roux
DOI:
10.15700/201412071137
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Developing Sport Psychology in a girls’ sport academy curriculum
A Lewis
DOI:
10.15700/201412071150
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When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development
LC Jita, ML Mokhele
DOI:
10.15700/201412071132
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‘Cascading participation’ and the role of teachers in a collaborative HIV and Aids curriculum development project
D Scott, A Cooper, S Swartz
DOI:
10.15700/201412071147
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The challenges of realising inclusive education in South Africa
D Donohue, J Bornman
DOI:
10.15700/201412071114
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The balancing act between the constitutional right to strike and the constitutional right to education
HJ Deacon
DOI:
10.15700/201412071108
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The relationship between temperament, gender, and behavioural problems in preschool children
S Yoleri
DOI:
10.15700/201412071206
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Pass rates in primary school leaving examination in Tanzania: Implication for efficient allocation of resources
T Kassile
DOI:
10.15700/201412071127
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Parental perceptions: A case study of school choice amidst language waves
R Evans, A Cleghorn
DOI:
10.15700/201412071203
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Comparison of educational facilitation approaches for Grade R English Additional Language learning in rural Mpumalanga
P Moodley, A Kritzinger, B Vinck
DOI:
10.15700/201412071209
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Implementing the recent curricular changes to English language instruction in Turkey: Opinions and concerns of elementary school administrators
S Çelik, H Kasapoglu
DOI:
10.15700/201412071144
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Integration of educational methods and physical settings: Design guidelines for High/Scope methodology in pre-schools
S Izadpanah, K Günçe
DOI:
10.15700/201412071125
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Impediments to the successful reconstruction of African immigrant teachers’ professional identities in South African schools
S Vandeyar, T Vandeyar, K Elufisan
DOI:
10.15700/201412071136
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‘Being hit was normal’: Teachers’ (un)changing perceptions of discipline and corporal punishment
DS Govender, R Sookrajh
DOI:
10.15700/201412071111
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Test-taking skills of secondary students: The relationship with motivation, attitudes, anxiety and attitudes towards tests
HM Dodeen, F Abdelfattah, S Alshumrani
DOI:
10.15700/201412071153
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Technical efficiency and primary education in South Africa: Evidence from sub-national level analyses
NA Boateng
DOI:
10.15700/201412071117
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Weaknesses of South African education in the mirror image of international educational development
CC Wolhuter
DOI:
10.15700/201412071120
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Evaluating students’ perspectives about virtual classrooms with regard to Seven Principles of Good Practice
Ü Çakýroglu
DOI:
10.15700/201412071201
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Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field
P du Preez, S Simmonds
DOI:
10.15700/201412071140
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Relational aggression: The voices of primary school learners
J Botha
DOI:
10.15700/201412071212
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The need for invariant assessments in South African education
GA Dampier
DOI:
10.15700/201412071158
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A case study on the investigation of reasoning skills in geometry
BC Gunhan
DOI:
10.15700/201412071156
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Technology Innovation in Education Research
D Köksal, S Razi
DOI:
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