|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
The status and the power of a foundation phase teacher
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The identification of sensory processing difficulties of learners experiencing Asperger’s Syndrome (AS) in two mainstream Grade R classes
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The vital role of play in Early Childhood Education
|
|
Waldorf Education, Wilton, NH |
E-Journals |
1 |
|
The influence of familial and schooling experiences on the acculturation of immigrant children from Zimbabwe
|
|
Mediterranean Center of Social and Educational Research, Rome |
E-Journals |
1 |
|
Teachers’ perceptions and value of Yoruba as a medium of instruction in primary 3 classes
|
|
Kamla-Raj Enterprises, New Dehli |
E-Journals |
1 |
|
The influence of ecosystemic factors on black student teachers' perceptions and experience of early childhood education
|
|
UNISA Press, Pretoria |
E-Journals |
1 |
|
The cultural context of development : language as a means for thinking and problem-solving
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The implementation of community‐based care: a case study
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
|
Trekking back to mainstream for inclusive education, is it there?
|
|
Taylor & Francis Online, London |
E-Journals |
1 |