Colección de la biblioteca
versión impresa ISSN 0256-0100
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* La cuenta se empezo el Junio de 2009. |
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no. de accesos |
referencia al artículo |
| 9610 |
MARAIS, Petro y 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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| 7987 |
WET, Corene de y 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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| 7830 |
CHIGONA, Agnes y CHETTY, Rajendra. Teen mothers and schooling: lacunae and challenges. S. Afr. j. educ.,
2008,
vol.28, no.2, p.261-281. ISSN 0256-0100.
|
| 7006 |
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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| 7003 |
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.
|
| 6905 |
O'CONNOR, Julie y 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.
|
| 6379 |
STEYN, Miemsie, BADENHORST, Jo y 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.
|
| 6272 |
BECKMANN, Johan y 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.
|
| 5456 |
KIGGUNDU, Edith y 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.
|
| 4857 |
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.
|
| 4661 |
REYNEKE, Maryna, MEYER, Lukas y 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.
|
| 4560 |
MAPHOSA, Cosmas y 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.
|
| 4396 |
SWART, Estelle y 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.
|
| 3936 |
GEORGE, Evy, LOUW, Daniël y 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.
|
| 3738 |
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.
|
| 3626 |
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.
|
| 3450 |
LOMBARD, Kobus y 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.
|
| 3126 |
MESTRY, Raj, HENDRICKS, Ilona y 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.
|
| 3074 |
PLESSIS, Sandra du y 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.
|
| 3032 |
ROSSOUW, Daneel. Educators as action researchers: some key considerations. S. Afr. j. educ.,
2009,
vol.29, no.1, p.1-16. ISSN 0256-0100.
|
| 3029 |
MILNER, Karen y 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.
|
| 3010 |
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.
|
| 2861 |
NEL, Norma y 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.
|
| 2839 |
PILLAY, Jace y 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.
|
| 2742 |
MESCHT, Hennie van der y 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.
|
| 2739 |
CHABAYA, Owence, REMBE, Symphorosa y 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.
|
| 2736 |
SMIT, Brigitte y 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.
|
| 2679 |
BOTES, Hendrik y 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.
|
| 2668 |
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.
|
| 2656 |
NKOPODI, Nkopodi y 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.
|
| 2522 |
CRESWELL, John W. y 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.
|
| 2469 |
SMIT, Marius H y 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.
|
| 2459 |
MWAKAPENDA, Willy. Understanding connections in the school mathematics curriculum. S. Afr. j. educ.,
2008,
vol.28, no.2, p.189-202. ISSN 0256-0100.
|
| 2447 |
ONO, Yumiko y 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.
|
| 2429 |
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.
|
| 2213 |
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.
|
| 2023 |
NELI, Mirna y 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.
|
| 1886 |
PEROLD, Mariechen, LOUW, Charmaine y 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.
|
| 1787 |
DU PREEZ, Petro y 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.
|
| 1769 |
VAN ROOYEN, Danielle y 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.
|
| 1759 |
TABANE, Ramodungoane y 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.
|
| 1745 |
BISSCHOFF, Tom y 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.
|
| 1721 |
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.
|
| 1715 |
KRüGER, Deirdré y 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.
|
| 1671 |
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.
|
| 1639 |
KRIEK, Jeanne y 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.
|
| 1600 |
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.
|
| 1591 |
BESTER, Suzanne y 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.
|
| 1575 |
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.
|
| 1545 |
PRETORIUS, Stephanus y 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.
|
| 1511 |
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.
|
| 1509 |
SNODGRASS, Lyn y 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.
|
| 1415 |
MEINTJES, Hannetjie y 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.
|
| 1362 |
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.
|
| 1345 |
KRIEK, Jeanne y 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.
|
| 1323 |
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.
|
| 1313 |
KAZIMA, Mercy, PILLAY, Vasen y 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.
|
| 1297 |
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.
|
| 1270 |
MESTRY, Raj y 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.
|
| 1254 |
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.
|
| 1244 |
WET, Corene de. Victims of educator-targeted bullying: a qualitative study. S. Afr. j. educ.,
2010,
vol.30, no.2, p.189-201. ISSN 0256-0100.
|
| 1241 |
BUSH, Tony, KIGGUNDU, Edith y 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.
|
| 1225 |
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.
|
| 1218 |
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.
|
| 1199 |
WALT, Marthie van der, MAREE, Kobus y ELLIS, Suria. A mathematics vocabulary questionnaire for use in the intermediate phase. S. Afr. j. educ.,
2008,
vol.28, no.4, p.489-504. ISSN 0256-0100.
|
| 1197 |
MAMPANE, Ruth y 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.
|
| 1178 |
TSOTETSI, Stephen, VAN WYK, Noleen y LEMMER, Eleanor. The experience of and need for training of school governors in rural schools in South Africa. S. Afr. j. educ.,
2008,
vol.28, no.3, p.385-400. ISSN 0256-0100.
|
| 1176 |
SCHUDEL, Ingrid, ROUX, Cheryl le, LOTZ-SISITKA, Heila
et al. Contextualising learning in Advanced Certificate in Education (Environmental Education) courses: synthesising contexts and experiences. S. Afr. j. educ.,
2008,
vol.28, no.4, p.543-559. ISSN 0256-0100.
|
| 1167 |
MMOTLANE, Ronnie, WINNAAR, Lolita y KIVILU, Mbithi wa. Personal characteristics that predict South Africans' participation in activities of their children's schools. S. Afr. j. educ.,
2009,
vol.29, no.4, p.527-540. ISSN 0256-0100.
|
| 1154 |
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.
|
| 1151 |
HORN, Irmhild. Learner-centredness: an analytical critique. S. Afr. j. educ.,
2009,
vol.29, no.4, p.511-525. ISSN 0256-0100.
|
| 1071 |
BOTHA, RJ (Nico). School effectiveness: conceptualising divergent assessment approaches. S. Afr. j. educ.,
2010,
vol.30, no.4, p.605-620. ISSN 0256-0100.
|
| 1052 |
ALDRIDGE, Jill, FRASER, Barry y NTULI, Sipho. Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance-education programme. S. Afr. j. educ.,
2009,
vol.29, no.2, p.147-170. ISSN 0256-0100.
|
| 1045 |
LEMMER, Miriam, EDWARDS, Jo-Anne y RAPULE, Sello. Educators' selection and evaluation of natural sciences textbooks. S. Afr. j. educ.,
2008,
vol.28, no.2, p.175-187. ISSN 0256-0100.
|
| 1023 |
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.
|
| 1017 |
BANSILAL, Sarah, JAMES, Angela y NAIDOO, Magiembal. Whose voice matters? Learners. S. Afr. j. educ.,
2010,
vol.30, no.1, p.153-165. ISSN 0256-0100.
|
| 1008 |
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.
|
| 1002 |
ROUX, Cornelia. Holistic curriculum development: tutoring as a support process. S. Afr. j. educ.,
2009,
vol.29, no.1, p.17-32. ISSN 0256-0100.
|
| 995 |
HARBER, Clive y 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.
|
| 989 |
CONDY, Janet, CHIGONA, Agnes, CHETTY, Rajendra
et al. Final-year teacher training students' perceptions of THRASS. S. Afr. j. educ.,
2010,
vol.30, no.2, p.261-275. ISSN 0256-0100.
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