| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Teachers’ perceptions on the design and use of an outdoor learning environment for sensory and motor stimulation
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The baseline assessment of Grade 1 learners’ literacy skills in a socio-economically disadvantaged school setting
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The endangered subject of quality Visual Art education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Towards a leadership programme for primary school principals as instructional leaders
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The educational and psychological support of educators to include learners from child-headed homes in urban classrooms
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The Nigerian Integrated Early Childhood Development Policy : perspectives on literacy learning
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The relationship between school readiness and school performance in Grade 1 and Grade 4
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teaching reading in a multi-grade class: teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1
|
|
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 and the developing mind of the individual child
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
