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Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Funding of learnerships for early childhood development practitioners : who, how much, how many and how?
|
|
Ilifa Labantwana, Claremont, Cape Town |
E-Books |
1 |
 |
Towards effective ECD : evidence from the Sobambisana initiative
|
|
Ilifa Labantwana, Claremont, Cape Town |
Publications |
1 |
 |
Building local ECD knowledge : evidence from the Sobambisana initiative
|
|
Ilifa Labantwana, Claremont, Cape Town |
Publications |
1 |
 |
Gender effects on phonological processing and reading development in Northern Sotho children learning to read in English : a case study of Grade 3 learners
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Foundation phase teacher provision by public higher education institutions in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Preparing teachers for HIV/AIDS education : integrated and interdisciplinary pre-service teacher education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
First additional language teaching in the foundation phase of schools in disadvantaged areas
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The cultural context of development : language as a means for thinking and problem-solving
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
IsiZulu and English in KwaZulu-Natal rural schools : how teachers fear failure and opt for English
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Learning to read in English : comparing monolingual English and bilingual Zulu-English Grade 3 learners
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
SAJCE begins its journey
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The educational and psychological support of educators to include learners from child-headed homes in urban classrooms
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Drop-in centres as a community response to children’s needs
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The endangered subject of quality Visual Art education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
How Grade R pupils make sense of the ‘scientist’ and ‘science’
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Philosophy for children in South African schools : its role for citizens-in-waiting
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Voices from different cultures : Foundation Phase students’ understanding across borders
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Deficiencies within the education system with regard to perceptual motor learning
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The identification of sensory processing difficulties of learners experiencing Asperger’s Syndrome (AS) in two mainstream Grade R classes
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The unavoidable need for distributed cognition in teaching literacy
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
