| |
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 |
|
|
The quality of early childhood development programmes in Harare primary schools in Zimbabwe
|
|
UNISA, Pretoria |
Thesis |
1 |
|
|
Teacher challenges in the teaching of mathematics at foundation phase
|
|
UNISA, Pretoria |
Thesis |
1 |
 |
Rhetorics of transformation : a discursive analysis of interviews with teachers
|
|
University of Cape Town, Department of Psychology, Cape Town |
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 |
 |
Waiting to learn : an analysis of instruction in four preschool settings in poor contexts
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
 |
Curriculum 2005 and (post)modernising African languages : the quantum leap
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
 |
Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
 |
The influence of music in the development of reading in foundation phase learners : a socio-cultural case study of a South African primary school
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
 |
Understanding influences in policy-making : whole-school evaluation and discourse : a critique
|
|
University of Cape Town, School of Education, Cape Town |
Thesis |
1 |
