Vol. 35 No. 3 (2015) | South African Journal of Education

Published: 2015-09-09

Teacher knowing or not knowing about students

N Amin, R Vithal

DOI:

10.15700/saje.v35n3a1078

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Enacting understanding of inclusion in complex contexts: classroom practices of South African teachers

P Engelbrecht, M Nel, N Nel, D Tlale

DOI:

10.15700/saje.v35n3a1074

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Meaning in work of secondary school teachers: A qualitative study

M Fourie, E Deacon

DOI:

10.15700/saje.v35n3a1047

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The nature of workplace bullying experienced by teachers and the biopsychosocial health effects

J De Vos, GJC Kirsten

DOI:

10.15700/saje.v35n3a1138

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Climate change science: The literacy of Geography teachers in the Western Cape Province, South Africa

R Anyanwu, L Le Grange, P Beets

DOI:

10.15700/saje.v35n3a1160

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Extent of ESL teachers’ access to, utilisation and production of research

J Sibanda, MP Begede

DOI:

10.15700/saje.v35n3a1080

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Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?

C Pournara, J Hodgen, J Adler, V Pillay

DOI:

10.15700/saje.v35n3a1083

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Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

HN Kiwanuka, J Van Damme, W van Den Noortgate, DK Anumendem, S Namusisi

DOI:

10.15700/saje.v35n3a1106

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Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies

T Mwoma, J Pillay

DOI:

10.15700/saje.v35n3a1092

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Teaching problem-solving competency in Business Studies at secondary school level

A Meintjes, A Henrico, J Kroon

DOI:

10.15700/saje.v35n3a1102

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A study of the transition pathways of school level scholarship recipients into work and tertiary education

S Hobden, P Hobden

DOI:

10.15700/saje.v35n3a1054

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The influence of role-players on the character-development and character-building of South African college students

FE Freeks

DOI:

10.15700/saje.v35n3a1086

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The scholarly impact of doctoral research conducted in the field of education in South Africa

CC Wolhuter

DOI:

10.15700/saje.v35n3a1090

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South African Journal of Education
Journal / South African Journal of Education / Vol. 35 No. 3 (2015) / Articles

Articles

Teacher knowing or not knowing about students

DOI:

Enacting understanding of inclusion in complex contexts: classroom practices of South African teachers

DOI:

Meaning in work of secondary school teachers: A qualitative study

DOI:

The nature of workplace bullying experienced by teachers and the biopsychosocial health effects

DOI:

Climate change science: The literacy of Geography teachers in the Western Cape Province, South Africa

DOI:

Extent of ESL teachers’ access to, utilisation and production of research

DOI:

Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?

DOI:

Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

DOI:

Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies

DOI:

Teaching problem-solving competency in Business Studies at secondary school level

DOI:

A study of the transition pathways of school level scholarship recipients into work and tertiary education

DOI:

The influence of role-players on the character-development and character-building of South African college students

DOI:

The scholarly impact of doctoral research conducted in the field of education in South Africa

DOI:

Journal Identifiers