Vol. 34 No. 2 (2014) | South African Journal of Education

Published: 2014-07-21

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

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