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25660 KIGGUNDU, Edith and NAYIMULI, Samuel. Teaching practice: a make or break phase for student teachers. S. Afr. j. educ., 2009, vol.29, no.3, p.345-358. ISSN 0256-0100.

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23798 MARAIS, Petro and MEIER, Corinne. Disruptive behaviour in the Foundation Phase of schooling. S. Afr. j. educ., 2010, vol.30, no.1, p.41-57. ISSN 0256-0100.

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19033 CHIGONA, Agnes and CHETTY, Rajendra. Teen mothers and schooling: lacunae and challenges. S. Afr. j. educ., 2008, vol.28, no.2, p.261-281. ISSN 0256-0100.

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19000 MAPHOSA, Cosmas and SHUMBA, Almon. Educators' disciplinary capabilities after the banning of corporal punishment in South African schools. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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18872 BECKMANN, Johan and PRINSLOO, Isak. Legislation on school governors' power to appoint educators: friend or foe?. S. Afr. j. educ., 2009, vol.29, no.2, p.171-184. ISSN 0256-0100.

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18707 WET, Corene de and WOLHUTER, Charl. A transitiological study of some South African educational issues. S. Afr. j. educ., 2009, vol.29, no.3, p.359-376. ISSN 0256-0100.

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17446 WALTON, Elizabeth, NEL, Norma, HUGO, Anna et al. The extent and practice of inclusion in independent schools in South Africa. S. Afr. j. educ., 2009, vol.29, no.1, p.105-126. ISSN 0256-0100.

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15515 REYNEKE, Maryna, MEYER, Lukas and NEL, Carisma. School-based assessment: the leash needed to keep the poetic 'unruly pack of hounds' effectively in the hunt for learning outcomes. S. Afr. j. educ., 2010, vol.30, no.2, p.277-292. ISSN 0256-0100.

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15189 O'CONNOR, Julie and GEIGER, Martha. Challenges facing primary school educators of English Second (or Other) Language learners in the Western Cape. S. Afr. j. educ., 2009, vol.29, no.2, p.253-269. ISSN 0256-0100.

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14291 PHASWANA, Edith. Learner councillors' perspectives on learner participation. S. Afr. j. educ., 2010, vol.30, no.1, p.105-122. ISSN 0256-0100.

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12369 STEYN, Miemsie, BADENHORST, Jo and KAMPER, Gerrit. Our voice counts: adolescents' view on their future in South Africa. S. Afr. j. educ., 2010, vol.30, no.2, p.169-188. ISSN 0256-0100.

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11011 MNCUBE, Vuzi. The perceptions of parents of their role in the democratic governance of schools in South Africa: are they on board?. S. Afr. j. educ., 2009, vol.29, no.1, p.83-103. ISSN 0256-0100.

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10530 JACOBS, Anne. Life orientation as experienced by learners: a qualitative study in North-West Province. S. Afr. j. educ., 2011, vol.31, no.2, p.212-223. ISSN 0256-0100.

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8565 MASHAU, Samuel, STEYN, Es, WALT, Johannes van der et al. Support services perceived necessary for learner relationships by Limpopo educators. S. Afr. j. educ., 2008, vol.28, no.3, p.415-430. ISSN 0256-0100.

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8151 NEL, Norma and MüLLER, Heléne. The impact of teachers' limited english proficiency on english second language learners in South African schools. S. Afr. j. educ., 2010, vol.30, no.4, p.635-650. ISSN 0256-0100.

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7978 VAN DEVENTER, Karel. Perspectives of teachers on the implementation of Life Orientation in Grades R-11 from selected Western Cape schools. S. Afr. j. educ., 2009, vol.29, no.1, p.127-145. ISSN 0256-0100.

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7685 LOMBARD, Kobus and GROSSER, Mary. Critical thinking: are the ideals of OBE failing us or are we failing the ideals of OBE?. S. Afr. j. educ., 2008, vol.28, no.4, p.561-579. ISSN 0256-0100.

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6968 SWART, Estelle and BREDEKAMP, Judith. Non-physical bullying: exploring the perspectives of Grade 5 girls. S. Afr. j. educ., 2009, vol.29, no.3, p.405-425. ISSN 0256-0100.

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6922 MESTRY, Raj, HENDRICKS, Ilona and BISSCHOFF, Tom. Perceptions of teachers on the benefits of teacher development programmes in one province of South Africa. S. Afr. j. educ., 2009, vol.29, no.4, p.475-490. ISSN 0256-0100.

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6787 GEORGE, Evy, LOUW, Daniël and BADENHORST, Gerhard. Job satisfaction among urban secondary-school teachers in Namibia. S. Afr. j. educ., 2008, vol.28, no.2, p.135-154. ISSN 0256-0100.

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6643 PILLAY, Jace and TERLIZZI, Marisa Di. A case study of a learner's transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education. S. Afr. j. educ., 2009, vol.29, no.4, p.491-509. ISSN 0256-0100.

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6576 BOTES, Hendrik and MJI, Andile. Language diversity in the mathematics classroom: does a learner companion make a difference?. S. Afr. j. educ., 2010, vol.30, no.1, p.123-138. ISSN 0256-0100.

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6475 MASITSA, M G. Exploring safety in township secondary schools in the Free State province. S. Afr. j. educ., 2011, vol.31, no.2, p.163-174. ISSN 0256-0100.

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6216 MESTRY, Raj and KHUMALO, Jan. Governing bodies and learner discipline: managing rural schools in South Africa through a code of conduct. S. Afr. j. educ., 2012, vol.32, no.1, p.97-110. ISSN 0256-0100.

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6158 PLESSIS, Sandra du and LOUW, Brenda. Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching. S. Afr. j. educ., 2008, vol.28, no.1, p.53-74. ISSN 0256-0100.

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5957 ONO, Yumiko and FERREIRA, Johanna. A case study of continuing teacher professional development through lesson study in South Africa. S. Afr. j. educ., 2010, vol.30, no.1, p.59-74. ISSN 0256-0100.

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5882 ROSSOUW, Daneel. Educators as action researchers: some key considerations. S. Afr. j. educ., 2009, vol.29, no.1, p.1-16. ISSN 0256-0100.

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5793 KAMPER, Gerrit. A profile of effective leadership in some South African high-poverty schools. S. Afr. j. educ., 2008, vol.28, no.1, p.1-18. ISSN 0256-0100.

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5571 MILNER, Karen and KHOZA, Harriet. A comparison of teacher stress and school climate across schools with different matric success rates. S. Afr. j. educ., 2008, vol.28, no.2, p.155-173. ISSN 0256-0100.

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5514 CRESWELL, John W. and GARRETT, Amanda L. The "movement" of mixed methods research and the role of educators. S. Afr. j. educ., 2008, vol.28, no.3, p.321-333. ISSN 0256-0100.

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5511 SMIT, Marius H and OOSTHUIZEN, Izak J. Improving school governance through participative democracy and the law. S. Afr. j. educ., 2011, vol.31, no.1, p.55-73. ISSN 0256-0100.

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5218 MESCHT, Hennie van der and TYALA, Zakunzima. School principals' perceptions of team management: a multiple case-study of secondary schools. S. Afr. j. educ., 2008, vol.28, no.2, p.221-239. ISSN 0256-0100.

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5018 NKOPODI, Nkopodi and MOSIMEGE, Mogege. Incorporating the indigenous game of morabaraba in the learning of mathematics. S. Afr. j. educ., 2009, vol.29, no.3, p.377-392. ISSN 0256-0100.

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4794 MAARMAN, Rouaan. Manifestations of 'capabilities poverty' with learners attending informal settlement schools. S. Afr. j. educ., 2009, vol.29, no.3, p.317-332. ISSN 0256-0100.

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4747 PEROLD, Mariechen, LOUW, Charmaine and KLEYNHANS, Sandra. Primary school teachers' knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD). S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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4726 SMIT, Brigitte and FRITZ, Elzette. Understanding teacher identity from a symbolic interactionist perspective: two ethnographic narratives. S. Afr. j. educ., 2008, vol.28, no.1, p.91-101. ISSN 0256-0100.

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4572 MWAKAPENDA, Willy. Understanding connections in the school mathematics curriculum. S. Afr. j. educ., 2008, vol.28, no.2, p.189-202. ISSN 0256-0100.

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4502 VANDEYAR, Saloshna. Responses of South African teachers to the challenge of school integration. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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4473 MNCUBE, Vusumuzi. Democratisation of education in South Africa: issues of social justice and the voice of learners?. S. Afr. j. educ., 2008, vol.28, no.1, p.77-90. ISSN 0256-0100.

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4461 CHABAYA, Owence, REMBE, Symphorosa and WADESANGO, Newman. The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools. S. Afr. j. educ., 2009, vol.29, no.2, p.235-251. ISSN 0256-0100.

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4301 DU PREEZ, Petro and ROUX, Cornelia. Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools. S. Afr. j. educ., 2010, vol.30, no.1, p.13-26. ISSN 0256-0100.

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4286 SETATI, Mamokgethi. Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms. S. Afr. j. educ., 2008, vol.28, no.1, p.103-116. ISSN 0256-0100.

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4279 SWANEPOEL, Cassie. A comparison between the views of teachers in South Africa and six other countries on involvement in school change. S. Afr. j. educ., 2009, vol.29, no.4, p.461-474. ISSN 0256-0100.

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4153 XABA, Mgadla Isaac. The possible cause of school governance challenges in South Africa. S. Afr. j. educ., 2011, vol.31, no.2, p.201-211. ISSN 0256-0100.

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3971 NCONTSA, Vusumzi Nelson and SHUMBA, Almon. The nature, causes and effects of school violence in South African high schools. S. Afr. j. educ., 2013, vol.33, no.3, p.00-00. ISSN 0256-0100.

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3964 LOUW, Julia, SHISANA, Olive, PELTZER, Karl et al. Examining the impact of HIV&AIDS on South African educators. S. Afr. j. educ., 2009, vol.29, no.2, p.205-217. ISSN 0256-0100.

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3789 HARBER, Clive and MNCUBE, Vusi. Is schooling good for the development of society? The case of South Africa. S. Afr. j. educ., 2011, vol.31, no.2, p.233-245. ISSN 0256-0100.

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3725 KAZIMA, Mercy, PILLAY, Vasen and ADLER, Jill. Mathematics for teaching: observations from two case studies. S. Afr. j. educ., 2008, vol.28, no.2, p.283-299. ISSN 0256-0100.

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3697 PILLAY, Jace. Keystone Life Orientation (LO) teachers: implications for educational, social, and cultural contexts. S. Afr. j. educ., 2012, vol.32, no.2, p.167-177. ISSN 0256-0100.

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3672 BESTER, Suzanne and PLESSIS, Alfred du. Exploring a secondary school educator's experiences of school violence: a case study. S. Afr. j. educ., 2010, vol.30, no.2, p.203-229. ISSN 0256-0100.

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3628 MAMPANE, Ruth and BOUWER, Cecilia. The influence of township schools on the resilience of their learners. S. Afr. j. educ., 2011, vol.31, no.1, p.114-126. ISSN 0256-0100.

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3624 NDOFIREPI, Amasa Philip. Philosophy for children: the quest for an African perspective. S. Afr. j. educ., 2011, vol.31, no.2, p.246-256. ISSN 0256-0100.

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3542 EDWARDS, Nazeem. An analysis of the alignment of the grade 12 physical sciences examination and the core curriculum in South Africa. S. Afr. j. educ., 2010, vol.30, no.4, p.571-590. ISSN 0256-0100.

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3538 BUSH, Tony, KIGGUNDU, Edith and MOOROSI, Pontso. Preparing new principals in South Africa: the ACE: School leadership Programme. S. Afr. j. educ., 2011, vol.31, no.1, p.31-43. ISSN 0256-0100.

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3507 KRüGER, Deirdré and YORKE, Claire. Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school. S. Afr. j. educ., 2010, vol.30, no.2, p.293-306. ISSN 0256-0100.

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3416 DE WAAL, Elda. Legal accountability for public school discipline: fact or fiction?. S. Afr. j. educ., 2011, vol.31, no.2, p.175-189. ISSN 0256-0100.

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3373 SOLOMONS, Inez and FATAAR, Aslam. A conceptual exploration of values education in the context of schooling in South Africa. S. Afr. j. educ., 2011, vol.31, no.2, p.224-232. ISSN 0256-0100.

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3352 KRIEK, Jeanne and GRAYSON, Diane. A Holistic Professional Development model for South African physical science teachers. S. Afr. j. educ., 2009, vol.29, no.2, p.185-203. ISSN 0256-0100.

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3224 PRETORIUS, Stephanus and VILLIERS, Elsabe de. Educators' perceptions of school climate and health in selected primary schools. S. Afr. j. educ., 2009, vol.29, no.1, p.33-52. ISSN 0256-0100.

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3162 GEERTSEMA, Salomé, HYMAN, Charene and DEVENTER, Chantelle van. Short message service (SMS) language and written language skills: educators' perspectives. S. Afr. j. educ., 2011, vol.31, no.4, p.475-487. ISSN 0256-0100.

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3136 NELI, Mirna and THERON, Linda. Critique of a language enrichment programme for Grade 4 ESL learners with limited English proficiency: a pilot study. S. Afr. j. educ., 2008, vol.28, no.2, p.203-219. ISSN 0256-0100.

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3083 ROSSOUW, J P. The feasibility of localised strike action by educators in cases of learner misconduct. S. Afr. j. educ., 2012, vol.32, no.2, p.133-143. ISSN 0256-0100.

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2967 NEL, Norma, MüLLER, Hélčne, HUGO, Anna et al. A comparative perspective on teacher attitude-constructs that impact on inclusive education in South Africa and Sweden. S. Afr. j. educ., 2011, vol.31, no.1, p.74-90. ISSN 0256-0100.

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2832 TABANE, Ramodungoane and HUMAN-VOGEL, Salome. Sense of belonging and social cohesion in a desegregated former House of Delegates school. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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2784 SWANEPOEL, Cassie. The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform. S. Afr. j. educ., 2008, vol.28, no.1, p.39-51. ISSN 0256-0100.

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2779 VAN ROOYEN, Danielle and JORDAAN, Heila. An aspect of language for academic purposes in secondary education: complex sentence comprehension by learners in an integrated Gauteng school. S. Afr. j. educ., 2009, vol.29, no.2, p.271-287. ISSN 0256-0100.

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2734 KRIEK, Jeanne and STOLS, Gerrit. Teachers' beliefs and their intention to use interactive simulations in their classrooms. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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2731 MOLOI, K.C., DZVIMBO, K.P., POTGIETER, F.J. et al. Learners' perceptions as to what contributes to their school success: a case study. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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2717 ENGELBRECHT, Alta. The impact of role reversal in representational practices in history textbooks after Apartheid. S. Afr. j. educ., 2008, vol.28, no.4, p.519-541. ISSN 0256-0100.

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2685 BISSCHOFF, Tom and MATHYE, Annah. The advocacy of an appraisal system for teachers: a case study. S. Afr. j. educ., 2009, vol.29, no.3, p.393-404. ISSN 0256-0100.

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2685 BHARUTHRAM, Sharita. Making a case for the teaching of reading across the curriculum in higher education. S. Afr. j. educ., 2012, vol.32, no.2, p.205-214. ISSN 0256-0100.

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2679 SNODGRASS, Lyn and BLUNT, Richard. The value of play for conflict management: a case study. S. Afr. j. educ., 2009, vol.29, no.1, p.53-67. ISSN 0256-0100.

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2547 GRANT, Callie, GARDNER, Karen, KAJEE, Farhana et al. Teacher leadership: a survey analysis of KwaZulu-Natal teachers' perceptions. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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2491 HORN, Irmhild. Learner-centredness: an analytical critique. S. Afr. j. educ., 2009, vol.29, no.4, p.511-525. ISSN 0256-0100.

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2460 BOTHA, M L and REDDY, C P S. In-service teachers' perspectives of pre-service teachers' knowledge domains in science. S. Afr. j. educ., 2011, vol.31, no.2, p.257-274. ISSN 0256-0100.

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2454 MITCHELL, Claudia. Getting the picture and changing the picture: visual methodologies and educational research in South Africa. S. Afr. j. educ., 2008, vol.28, no.3, p.365-383. ISSN 0256-0100.

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2439 SIYEPU, Sibawu. The zone of proximal development in the learning of mathematics. S. Afr. j. educ., 2013, vol.33, no.2, p.1-13. ISSN 0256-0100.

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2427 FERREIRA, Johanna G. Teaching Life Sciences to English second language learners: what do teachers do?. S. Afr. j. educ., 2011, vol.31, no.1, p.102-113. ISSN 0256-0100.

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2377 MEINTJES, Hannetjie and GROSSER, Mary. Creative thinking in prospective teachers: the status quo and the impact of contextual factors. S. Afr. j. educ., 2010, vol.30, no.3, p.0-0. ISSN 0256-0100.

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2373 BOTHA, RJ (Nico). School effectiveness: conceptualising divergent assessment approaches. S. Afr. j. educ., 2010, vol.30, no.4, p.605-620. ISSN 0256-0100.

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