| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Teachers’ experiences of change: a case study analysis of a school-based intervention in rural Kwazulu-Natal
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
|
The reading of extended text in Oshindonga in grade 2 in selected Namibian schools
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
|
The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
|
Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
|
Teaching practice: its purpose and implementation
|
|
Oxford University Press |
Books |
1 |
 |
Thirty-one is a lot! Assessing four-year-old children's number knowledge during an open-ended activity
|
|
Early Childhood Australia |
E-Journals |
1 |
|
|
The educators', learners' and parents' understanding regarding inclusion
|
|
North West University |
Books |
1 |
|
|
Teachers’ characteristics and students’ attitude towards economics in secondary schools: students’ perspectives
|
|
Mediterranean Center of Social and Educational Research |
Books |
1 |
|
|
The sooner, the better: early reading to children
|
|
SAGE Journals |
Books |
1 |
|
|
The deployment of the medico-psychological gaze and disability expertise in relation to children with intellectual disability
|
|
Routledge, Tailor & Francis Group |
E-Journals |
1 |
