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Issue Title
Vol 23, No 4 (2003) Uitdagings vir vergelykende opvoedkunde: alles vir almal en verstaan van die ander Abstract   PDF
SC Steyn, CC Wolhuter, NC De Wet, SJ Berkhout, EAS De Waal
Vol 32, No 3 (2012) Understanding and addressing homophobia in schools: a view from teachers Abstract   PDF
D Bhana
Vol 38, No 1 (2018): Supplement 1 Understanding bullying relationally Abstract   PDF
Brigitte Smit
Vol 28, No 2 (2008) Understanding connections in the school mathematics curriculum Abstract   PDF
W Mwakapenda
Vol 31, No 3 (2011) Understanding how we understand girls’ voices on cultural and religious practices: toward a curriculum for justice Abstract   PDF
P du Preez, S Simmonds
Vol 39, No 2 (2019) Understanding student participation within a group learning Abstract   PDF
Triyanto Triyanto
Vol 28, No 1 (2008) Understanding teacher identity from a symbolic interactionist perspective: two ethnographic narratives Abstract   PDF
B Smit, E Fritz
Vol 23, No 2 (2003) Understanding the dynamics of parent involvement in schooling within the poverty context Abstract
A.G. Smit, L. Liebenberg
Vol 23, No 1 (2003) Understanding the dynamics of parent involvement in schooling within the poverty context Abstract   PDF
AG Smit, L Liebenberg
Vol 23, No 4 (2003) Understanding the structure of data when planning for analysis: application of Hierachical Linear Models Abstract   PDF
Mbithi wa Kivilu
Vol 31, No 3 (2011) University access for social justice: a capabilities perspective Abstract   PDF
M Wilson-Strydom
Vol 35, No 1 (2015) University-affiliated schools as sites for research learning in pre-service teacher education Abstract   PDF
E Henning, G Petker, N Petersen
Vol 31, No 3 (2011) University-school partnerships for social justice in mathematics and science education: the case of the SMILES project at IMSTUS Abstract   PDF
MC Ndlovu
Vol 25, No 1 (2005) Use of the Collegial Leadership Model of Emancipation to transform traditional management practices in secondary schools Abstract   PDF
P Singh
Vol 39, No 3 (2019) Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools Abstract   PDF
Mzamani J. Maluleke
Vol 37, No 3 (2017) Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers Abstract   PDF
Carolina S. Botha
Vol 33, No 4 (2013) Using participatory action research to develop an HIV and Aids school plan Abstract   PDF
R Ferreira, L Ebersöhn, K Botha
Vol 33, No 3 (2013) Using real-worldness and cultural difference to enhance student learning in a Foundation Phase Life Skills module Abstract   PDF
M Koen, HB Ebrahim
Vol 24, No 4 (2004) Using teacher action research to promote constructivist learning environments in South Africa Abstract   PDF
Jill M Aldridge, Barry J Fraser, Mokgoko P Sebela
Vol 24, No 1 (2004) Using various approaches in career counselling for traditionally disadvantaged (and other) learners: some limitations of a new frontier Abstract   PDF
JG Maree, G Beck
Vol 29, No 2 (2009) Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance-education programme Abstract   PDF
J Aldridge, B Fraser, S Ntuli
Vol 38, No 1 (2018): Supplement 2 Validation of the Teacher Stress Inventory (TSI) in a multicultural context: The SABPA study Abstract   PDF
Susanna M. Boshoff, Johan C. Potgieter, Susanna M. Ellis, Kobus Mentz, Leoné Malan
Vol 31, No 3 (2011) Valorising the voice of the marginalised: exploring the value of African music in education Abstract   PDF
Y Nompula
Vol 24, No 2 (2004) Values of parents: interpreting results of a survey of parents in terms of contemporary social change and educational policy directions Abstract   PDF
Hans Peter Muller
Vol 36, No 3 (2016) Variables associated with Grade R English Additional Language acquisition in multilingual rural Mpumalanga schools Abstract   PDF
P Moodley, A Kritzinger, B Vinck
Vol 26, No 1 (2006) Verhoudinge van die adolessent wat groepdruk ervaar Abstract   PDF
Garfield Bester, Jac Fourie
Vol 24, No 2 (2004) Verkenning van 'n bate-gebaseerde benadering tot vroe๋ intervensie Abstract   PDF
T Kriek, I Eloff
Vol 30, No 2 (2010) Victims of educator-targeted bullying: a qualitative study Abstract   PDF
C de Wet
Vol 38, No 1 (2018): Supplement 1 Victims’ experiences of learner challenging behaviour in primary schools in Phoenix, South Africa Abstract   PDF
Julie Shantone Rubbi Nunan
Vol 24, No 2 (2004) Violence as an impediment to a culture of teaching and learning in some South African schools Abstract   PDF
BM Zulu, G Urbani, A Van der Merwe, JL Van der Walt
Vol 32, No 4 (2012) Visual graphics for human rights, social justice, democracy and the public good Abstract   PDF
V Nanackchand, K Berman
Vol 23, No 3 (2003) Vraagstelling vir bemagtiging: die tradisionele klaskamer as vertrekpunt Abstract   PDF
JJE Messerschmidt
Vol 34, No 2 (2014) Weaknesses of South African education in the mirror image of international educational development Abstract   PDF
CC Wolhuter
Vol 33, No 4 (2013) What can a teacher do with a cellphone? Using participatory visual research to speak back in addressing HIV&AIDS Abstract   PDF
C Mitchell, N de Lange
Vol 35, No 2 (2015) What do parents really want? Parents’ perceptions of their children’s schooling Abstract   PDF
C Meier, E Lemmer
Vol 32, No 2 (2012) What inspires South African student teachers for their future profession? Abstract   PDF
C Wolhuter, H van der Walt, F Potgieter, L Meyer, T Mamiala
Vol 25, No 1 (2005) What matters in practice teaching? The perceptions of schools and students Abstract   PDF
Geoggrey Quick, Rob Siebörger
Vol 38, No 3 (2018) What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes? Abstract   PDF
Lee Rusznyak
Vol 39, No 2 (2019) WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme Abstract   PDF
Maglin Moodley
Vol 34, No 2 (2014) When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development Abstract   PDF
LC Jita, ML Mokhele
Vol 32, No 1 (2012) Who’s doing the talking? Teacher and parent experiences of parent-teacher conferences Abstract   PDF
EM Lemmer
Vol 30, No 1 (2010) Whose voice matters? LEARNERS Abstract   PDF
S Bansilal, A James, M Naidoo
Vol 29, No 4 (2009) Why metaphor matters in education Abstract   PDF
E Botha
Vol 38, No 4 (2018) Working the ‘in-between-spaces’ for transformation within the academy Abstract   PDF
Shirley Walters
Vol 21, No 4 (2001) Working towards inclusive education in South African classrooms Abstract   PDF
E. Prinsloo
Vol 34, No 3 (2014) Work-related basic need satisfaction as a predictor of work engagement among academic staff in Turkey Abstract   PDF
F Silman
Vol 32, No 4 (2012) Youth envisioning safe schools: a participatory video approach Abstract   PDF
N de Lange, M-M Geldenhuys
Vol 37, No 3 (2017) Zimbabwean teachers in South Africa: A transient greener pasture Abstract   PDF
Rian de Villiers, Zenzele Weda
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ISSN: 2076-3433
AJOL African Journals Online