| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Literacy in the foundation phase. Rev. 2nd ed.
|
|
Van Schaik, Hatfield |
Books |
1 |
|
|
Language and identity in the academic performance and portraiture of Black BEd Foundation Phase students
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
 |
Lewensvaardighede in Afrikaans. Graad 2, Boek 2, Kwartaal 3 & 4
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Linguistic liminality in the early years of school : urban South African children ‘betwixt and between’ languages of learning
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Language ideologies and the positioning of learners in a multilingual Grade 1 classroom : a case study
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
 |
Life skills in English. Grade 2, Book 2, Terms 3 & 4
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Levels of well-being and involvement of young children in centre-based provision in the Free State Province of South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Locating the difference : a comparison of pedagogic strategies in high and low performing schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
|
Legal accountability for public school discipline – fact or fiction?
|
|
Education Association of South Africa (EASA), Pretoria |
E-Journals |
1 |
