|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Foundation phase teachers' continuous professional development
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: A case study of Mthatha district,Eastern Cape, South Africa
|
|
Walter Sisulu University, Faculty of Education, Mthatha |
Thesis |
1 |
|
Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
First and second born twins: a comparative study utilizing the Graffiths mental development scales - extended revised
|
|
Nelson Mandela Metropolitan University, Faculty of Health Sciences, Port Elizabeth |
Thesis |
1 |
|
Foundations for Learning Campaign: helping hand or hurdle?
|
|
Education Association of South Africa (EASA), Pretoria |
E-Journals |
1 |
|
Factors facilitating the adjustment of immigrant children from Zimbabwe in the foundation phase to South African schools
|
|
Mediterranean Center of Social and Educational Research, Rome |
E-Journals |
1 |
|
Facilitating awareness in children from a low socio–economic environment using the art–making process
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
Factors contributing to mainstream educators' reluctance to teach included learners with specific learning difficulties
|
|
North West University, Potchefstroom |
Thesis |
1 |