| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Dominant discourses of teachers in early childhood education
|
|
University of the Free State, Bloemfontein |
E-Journals |
1 |
 |
Development of numerical concepts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Doeltreffendheid van die skoolondersteuningspan binne die Suid-Afrikaanse inklusiewe onderwysstelsel
|
|
Suid-Afrikaanse Akademie vir Wetenskap & Kuns, Pretoria |
E-Journals |
1 |
|
|
Does visual participatory research have resilience–promoting value? Teacher experiences of generating and interpreting drawings
|
|
Education Association of South Africa (EASA), Pretoria |
E-Journals |
1 |
 |
Did HealthKick, a randomised controlled trial primary school nutrition intervention improve dietary quality of children in low-income settings in South Africa?
|
|
BioMed Central, London |
E-Journals |
1 |
 |
Disentangling the language effect in South African schools : measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Drop-in centres as a community response to children’s needs
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Development of mathematical concepts as basis for an elaborated mathematical understanding
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Dialogic reading and child language growth: combating developmental risk in South Africa
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
