| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
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 |
 |
Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
The status of fatherhood and fathering in South Africa
|
|
Taylor & Francis Online, London |
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 |
 |
Teachers’ perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
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 |
 |
The use of workbooks in South African grade 3 mathematics classrooms
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers' beliefs about child participation in Grade R
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teaching natural science in the foundation phase : teachers’ understanding of the natural science curriculum
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
