| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Language and identity in the academic performance and portraiture of Black BEd Foundation Phase students
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
 |
Language ideologies and the positioning of learners in a multilingual Grade 1 classroom : a case study
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
 |
Language variation in the Botswana speech community and its impact on children's education
|
|
University of Cape Town, African Languages and Literatures, Cape Town |
Thesis |
1 |
|
|
Launch of the Cape Foundation Phase Research Programme
|
|
Rhodes University, Vice Chancellor's Office, Grahamstown |
Other |
1 |
|
|
Leadership's influence on the holistic development of learners with barriers to learning
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Learners with intrinsic barriers to learning experiences of the support provided to them in a mainstream school
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
|
Learners' numeracy progression and the role of mediation in the context of two after school mathematics clubs
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
 |
Learning affordances and participation enablers within a primary mathematics in-service community of practice
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Learning and child development: a cultural-historical study
|
|
Aarhus University Press, Aarhus |
Books |
1 |
 |
Learning for democracy in an inclusive education system : implications for teacher development
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
