| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Assessing early numeracy : significance, trends, nomenclature, context, key topics, learning framework and assessment tasks
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Assessment literacy of foundation phase teachers : an exploratory study
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Assessment of anthropometry, academic performance and absenteeism in a comprehensive educational programme on the Cape Flats : a cross-sectional survey with a cohort analysis
|
|
University of Cape Town, Department of Public Health and Family Medicine, Cape Town |
Thesis |
1 |
 |
Assisting Foundation Phase teachers to implement inclusive education in the classroom: a Participatory Action Learning and Action Research (PALAR) approach
|
|
North West University, Potchefstroom |
Thesis |
1 |
|
|
Assisting in-service grade R teachers to nurture the holistic development of the five to seven year old child through music : a participatory approach
|
|
Nelson Mandela Metropolitan University, School of Music, Art and Design, Port Elizabeth |
Thesis |
1 |
|
|
Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion
|
|
UNISA, Pretoria |
Thesis |
1 |
 |
At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Augmented feedback in autistic disorder
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Barriers to learning and development
|
|
Department: Basic Education, Pretoria |
Other |
1 |
 |
Basic classroom management
|
|
Oxford University Press, Cape Town |
Books |
1 |
