|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Exploring a story-based learning design in a grade 4 science and technology classroom
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
Early childhood development: preschool or no preschool? A baseline study on the cognitive and social-emotional development of preschool and non-preschool children in rural townships in Dennilton, South Africa
|
|
Universiteit Utrecht, Utrecht |
Thesis |
1 |
|
Educator misconduct: a study of labour relations in public schools in Namibia
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
Examining the nature of learning within an afterschool mathematics club: a case study of four learners
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
Educators' perceptions about the learners with barriers to learning and development
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
Educators' experiences of their training for the implementation of screening, identification, assessment and support strategy at a full-service school: a case study
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
Exploring educators' experiences of their interactions with learners in the Foundation Phase
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
Evaluation of the psychomotor education programme of a community based early childhood programme at the Dalton Trust Education Centre (KwaZulu-Natal, South Africa) in support of school preparation
|
|
University of KwaZulu-Natal, Westville |
Thesis |
1 |
|
Exploring factors that influence academic and behavioural outcome and the specific role of premorbid functioning, in a sample of children with severe traumatic brain injury
|
|
University of Cape Town, Department of Psychiatry and Mental Health, Cape Town |
Thesis |
1 |
|
Establishing a framework for an integrated, holistic, community based educational support structure
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |