| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Teacher adaptation of a curriculum during implementation
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Teacher challenges in the teaching of mathematics at foundation phase
|
|
UNISA, Pretoria |
Thesis |
1 |
|
|
Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005
|
|
University of Port Elizabeth, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Teacher's experiences of using Yuroba as a medium of instruction in primary classes : implications for learning
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
 |
Teachers and the developing mind of the individual child
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers' beliefs about child participation in Grade R
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers' discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
|
Teachers' perceptions and implementation of Religion Education in the Foundation Phase
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
|
|
Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
 |
Teachers' perspectives on inclusion of disabled learners in Botswana
|
|
University of Cape Town, Department of Health & Rehabilitation Sciences, Cape Town |
Thesis |
1 |
