| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations
|
|
University of Fort Hare, Faculty of Social Sciences & Humanities, Alice |
Thesis |
1 |
 |
Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Launch of the Cape Foundation Phase Research Programme
|
|
Rhodes University, Vice Chancellor's Office, Grahamstown |
Other |
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 |
|
|
Leadership's influence on the holistic development of learners with barriers to learning
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Language and identity in the academic performance and portraiture of Black BEd Foundation Phase students
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
|
|
Legal accountability for public school discipline – fact or fiction?
|
|
Education Association of South Africa (EASA), Pretoria |
E-Journals |
1 |
|
|
Learners with intrinsic barriers to learning experiences of the support provided to them in a mainstream school
|
|
North West University, Potchefstroom |
Thesis |
1 |
 |
Learning and child development: a cultural-historical study
|
|
Aarhus University Press, Aarhus |
Books |
1 |
 |
Lifetime effects: the High/Scope Perry preschool study through age 40
|
|
High/Scope Press, Ypsilanti, Mich. |
Books |
1 |
