PROMOTING ACCESS TO AFRICAN RESEARCH

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Issue Title
 
Vol 38, No 3 (2018) Are they really ‘ready, willing and able’? Exploring reality shock in beginner teachers in South Africa Abstract   PDF
Carolina S. Botha, Julialet Rens
 
Vol 38, No 4 (2018) Articulating a space for critical learning with a social justice orientation in an adult education programme Abstract   PDF
Salma Ismail
 
Vol 38, No 2 (2018) Assessing students’ beliefs, emotions and causal attribution: Validation of ‘Learning Conception Questionnaire’ Abstract   PDF
Claudio Vezzani, Giulia Vettori, Giuliana Pinto
 
Vol 37, No 1 (2017) Assessing the outcomes of school-based partnership resilience intervention Abstract   PDF
Ruth Mampane, Christelle Huddle
 
Vol 33, No 3 (2013) Assessment — enabling participation in academic discourse and the implications Abstract   PDF
A Bayaga, N Wadesango
 
Vol 25, No 3 (2005) Assessment concessions for learners with impairments Abstract   PDF
Erna Alant, Maureen Casey
 
Vol 38, No 2 (2018) Assessment of group work in initial teacher education and training Abstract   PDF
Mamsi Ethel Khuzwayo
 
Vol 34, No 3 (2014) Assisting School Management Teams to construct their school improvement plans: an action learning approach Abstract   PDF
G Van Der Voort, L Wood
 
Vol 35, No 2 (2015) Attention Deficit Disorder (ADHD): Primary school teachers’ knowledge of symptoms, treatment and managing classroom behaviour Abstract   PDF
B Topkin, NV Roman
 
Vol 24, No 1 (2004) Attitudinal scale measures in Euclidean geometry: what do they measure? Abstract   PDF
David Mogari
 
Vol 34, No 4 (2014) ‘All stories bring hope because stories bring awareness’: students’ perceptions of digital storytelling for social justice education Abstract   PDF
D Gachago, J Condy, E Ivala, A Chigona
 
Vol 34, No 2 (2014) ‘Being hit was normal’: Teachers’ (un)changing perceptions of discipline and corporal punishment Abstract   PDF
DS Govender, R Sookrajh
 
Vol 34, No 2 (2014) ‘Cascading participation’ and the role of teachers in a collaborative HIV and Aids curriculum development project Abstract   PDF
D Scott, A Cooper, S Swartz
 
Vol 37, No 1 (2017) ‘We are never invited’: School children using collage to envision care and support in rural schools Abstract   PDF
Fumane P Khanare, Naydene de Lange
 
Vol 34, No 2 (2014) ‘We were not part of apartheid’: rationalisations used by four white pre-service teachers to make sense of race and their own racial identities Abstract   PDF
A le Roux
 
Vol 35, No 1 (2015) A hundred times we learned from one another” Collaborative learning in an academic writing workshop Abstract   PDF
C Dowse, W van Rensburg
 
Vol 32, No 1 (2012) “Philosophy for Children” in Africa: developing a framework Abstract   PDF
P Giddy
 
Vol 30, No 3 (2010) “They should know where they stand”: attitudes to HIV Voluntary Counselling and Testing amongst a group of out-of-school youth Abstract   PDF
D Francis
 
Vol 37, No 3 (2017) “Walking the talk”: The influence of an introduction to cognitive education on school leaders Abstract   PDF
Karen Collett, Lena Green
 
Vol 36, No 2 (2016) “We can’t believe what we see”: Overcrowded classrooms through the eyes of student teachers Abstract   PDF
Petro Marais
 
Vol 32, No 4 (2012) “We grew as we grew”: visual methods, social change and collective learning over time Abstract   PDF
S Walsh
 
Vol 39 (2019): Supplement 1 “You can be anything” – Career guidance messages and achievement expectations among Cape Town teenagers Abstract   PDF
Katherine Morse
 
Vol 33, No 4 (2013) “You know the homophobic stuff is not in me, like us, it’s out there”. Using Participatory Theatre to challenge heterosexism and heteronormativity in a South African school Abstract   PDF
D Francis
 
Vol 34, No 3 (2014) Becoming a teacher: tracing changes in pre-service English as a foreign language teachers' sense of efficacy Abstract   PDF
HG Yüksel
 
Vol 35, No 2 (2015) Becoming professionally qualified: The school-based mentoring experiences of parttime PGCE students Abstract   PDF
TG Mukeredzi, N Mthiyane, C Bertram
 
Vol 23, No 1 (2003) Being and becoming: negotiations on educational identity in (South) Africa Abstract   PDF
C.T. Viljoen, J.L. Van der Walt
 
Vol 23, No 2 (2003) Belewing van gedwonge onderwysverandering deur \'n heterogene groep onderwysers Abstract   PDF
CH Swanepoel, JJ Booyse
 
Vol 23, No 2 (2003) Belewing van gedwonge onderwysverandering deur \'n heterogene groep onderwysers Abstract   PDF
CH Swanepoel, JJ Booyse
 
Vol 39, No 1 (2019) Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa Abstract   PDF
Ayodele Abosede Ogegbo, Estelle Gaigher, Trisha Salagaram
 
Vol 22, No 3 (2003) Betroubaarheid van enkele vakdidaktiese assesseringsinstrumente Abstract   PDF
J.G. Maree, R. Malan, N.J.S. Basson
 
Vol 35, No 1 (2015) Between college and work in the Further Education and Training College sector Abstract   PDF
J Garraway, J Bronkhorst, S Wickham
 
Vol 22, No 1 (2002) Black Grade 9 learners in historically white suburban schools and their experience of integration Abstract   PDF
P. Erasmus
 
Vol 24, No 4 (2004) Black parental involvement in education Abstract   PDF
P Singh, SM Mbokodi, VT Msila
 
Vol 21, No 4 (2001) Blissymbol learning as a tool for facilitating language and literacy development Abstract   PDF
E. Alant, E. Moolman
 
Vol 33, No 1 (2013) Boys’ boarding school management: understanding the choice criteria of parents Abstract   PDF
D Vigar-Ellis
 
Vol 22, No 4 (2002) Breakdown in the system of learner support materials supply in Northern Province, South Africa Abstract   PDF
M.J. Themane, L.T. Mabasa
 
Vol 25, No 2 (2005) Building school-based reading practices Abstract   PDF
Christine Winburg, Geary Botes
 
Vol 38, No 1 (2018): Supplement 1 Bullies, victims and bully-victims in South African schools: Examining the risk factors Abstract   PDF
Andrea Juan, Linda Zuze, Sylvia Hannan, Ashika Govender, Vijay Reddy
 
Vol 38, No 1 (2018): Supplement 1 Bullying in school toilets: Experiences of secondary school learners in a South African township Abstract   PDF
Ndumiso Daluxolo Ngidi, Relebohile Moletsane
 
Vol 26, No 3 (2006) Bureaucratic accountability in the education action zones of South Africa Abstract   PDF
Brahm Fleisch
 
Vol 25, No 4 (2005) Burnout and health of primary school educators in the North West Province Abstract   PDF
Amanda Montgomery, Karina Mostert, Leon Jackson
 
Vol 33, No 2 (2013) Callings, work role fit, psychological meaningfulness and work engagement among teachers in Zambia Abstract   PDF
S Rothmann, L Hamukang’andu
 
Vol 35, No 4 (2015) Can a Multimedia Tool Help Students’ Learning Performance in Complex Biology Subjects? Abstract   PDF
Pinar Koseoglu, Akın Efendioglu
 
Vol 36, No 4 (2016) Can curriculum managers’ reflections produce new strategies through Moodlei visions and resources? Abstract   PDF
Simon Bheki Khoza
 
Vol 35, No 3 (2015) Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics? Abstract   PDF
C Pournara, J Hodgen, J Adler, V Pillay
 
Vol 35, No 4 (2015) Can Turnitin come to the rescue: From teachers’ reflections? Abstract   PDF
Simon Bheki Khoza
 
Vol 39, No 3 (2019) Capacitating postgraduate education students with lay counselling competencies via the culturally appropriate bibliotherapeutic Read-me-to-Resilience intervention Abstract   PDF
Carmen Joubert, Johnnie Hay
 
Vol 31, No 2 (2011) Care and support of orphaned and vulnerable children at school: helping teachers to respond Abstract   PDF
L Wood, L Goba
 
Vol 37, No 4 (2017) Career counseling research-practice disparities: What we know and what we need to know Abstract   PDF
Maria Eduarda Duarte
 
Vol 37, No 4 (2017) Career decision-making of the gifted and talented Abstract   PDF
Deniz Ozcan
 
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ISSN: 2076-3433
AJOL African Journals Online