PROMOTING ACCESS TO AFRICAN RESEARCH

South African Journal of Education - Vol 34, No 1 (2014)

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Table of Contents

Articles

Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills EMAIL FREE FULL TEXT
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SB Malan, M Ndlovu
http://dx.doi.org/10.15700/201412120928
Framing of school violence in the South African printed media — (mis)information to the public EMAIL FREE FULL TEXT
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L Jacobs
http://dx.doi.org/10.15700/201412120958
Entrepreneurial leadership practices and school innovativeness EMAIL FREE FULL TEXT
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ZAL Pihie, S Asuimiran, A Bagheri
http://dx.doi.org/10.15700/201412120955
Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa EMAIL FREE FULL TEXT
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TN Queen-Mary, O Mtapuri
http://dx.doi.org/10.15700/201412120945
Early childhood pre-service teachers’ concerns and solutions to overcome them (the case of Pamukkale University) EMAIL FREE FULL TEXT
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N Cevher-Kalburan
http://dx.doi.org/10.15700/201412120923
Teachers’ experience of the implementation of values in education in schools: “Mind the gap” EMAIL FREE FULL TEXT
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C Ferreira, S Schulze
http://dx.doi.org/10.15700/201412120939
Emotionally intelligent learner leadership development: a case study EMAIL FREE FULL TEXT
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CA Jansen, SO Moosa, EJ van Niekerk, H Muller
http://dx.doi.org/10.15700/201412121000
Learners’ experiences of learning support in selected Western Cape schools EMAIL FREE FULL TEXT
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O Bojuwoye, M Moletsane, S Stofile, N Moolla, F Sylvester
http://dx.doi.org/10.15700/201412121002
Educators’ understanding of workplace bullying EMAIL FREE FULL TEXT
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C de Wet
http://dx.doi.org/10.15700/201412120954
The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability EMAIL FREE FULL TEXT
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S Temel
http://dx.doi.org/10.15700/201412120936
Disciplinary practices in schools and principles of alternatives to corporal punishment strategies EMAIL FREE FULL TEXT
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G Moyo, NPD Khewu, A Bayaga
http://dx.doi.org/10.15700/201412120952
Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study EMAIL FREE FULL TEXT
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WT Dudu
http://dx.doi.org/10.15700/201412120937
The habitus and technological practices of rural students: a case study EMAIL FREE FULL TEXT
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L Czerniewicz, C Brown
http://dx.doi.org/10.15700/201412120933
Performance management: the neglected imperative of accountability systems in education EMAIL FREE FULL TEXT
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MJ Mosoge, MW Pilane
http://dx.doi.org/10.15700/201412120947
Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms? EMAIL FREE FULL TEXT
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HH Uysal, M Bardakci
http://dx.doi.org/10.15700/201412120943


ISSN: 2076-3433
AJOL African Journals Online