|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion
|
|
UNISA, Pretoria |
Thesis |
1 |
|
An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school
|
|
University of Cape Town, Centre for Applied Language and Literacy Studies and Services in Africa, Cape Town |
Thesis |
1 |
|
An analysis of the impact of a geometry course on pre-service teachers understanding of geometry
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
|
An exploratory study of inclusion of learners with visual impairment into mainstream schools: the learners’ parents’ and educators’ perspectives.
|
|
Rhodes University, Centre for Social Development, Grahamstown |
Thesis |
1 |
|
A critical evaluation of outcomes based education from a developmental perspective in South Africa with particular reference to the Eastern Cape.
|
|
Rhodes University, Centre for Social Development, Grahamstown |
Thesis |
1 |
|
A critical examination of the legislative and policy framework governing ECD service provision in South Africa since 1994
|
|
University of Cape Town, Department of Social Development, Cape Town |
Thesis |
1 |
|
An emergent model of the teaching of iingoma zamagqirha based on three case studies in the Western Cape, South Africa
|
|
University of Cape Town, College of Music, Cape Town |
Thesis |
1 |
|
An analysis of the factors shaping teachers' understanding of HIV/AIDS
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
|
An exploratory study of parent involvement in early childhood development centres in Masiphumelele, Cape Town
|
|
University of Cape Town, Department of Social Development, Cape Town |
Thesis |
1 |
|
An education law perspective on early childhood development provision in rural Namibia
|
|
North West University, Potchefstroom |
Thesis |
1 |