| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Local and indigenous knowledge, practices and skills in support of early childhood development: learnings and implications
|
|
Early Learning Resource Unit, Cape Town |
Other |
1 |
|
|
Launch of the Cape Foundation Phase Research Programme
|
|
Rhodes University, Vice Chancellor's Office, Grahamstown |
Other |
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 |
 |
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 |
 |
Learning to live together: an exploration and analysis of managing cultural diversity in ten early childhood development centres in South Africa
|
|
Universitat Autònoma de Barcelona, Facultat de Ciències de l'Educació, Barcelona |
Thesis |
1 |
 |
Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations
|
|
University of Fort Hare, Faculty of Social Sciences & Humanities, Alice |
Thesis |
1 |
|
|
Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Learners with intrinsic barriers to learning experiences of the support provided to them in a mainstream school
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
|
Learners' numeracy progression and the role of mediation in the context of two after school mathematics clubs
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
 |
Language variation in the Botswana speech community and its impact on children's education
|
|
University of Cape Town, African Languages and Literatures, Cape Town |
Thesis |
1 |
