| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Counting skills intervention for low-performing first graders
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Relations- and task-oriented behaviour of school leaders : cases from primary schools in Finland
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers’ perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
A combined prosodic and linguistic treatment approach for language-communication skills in children with autism spectrum disorders : a proof-of-concept study
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase : a systematic review
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Improving South African third graders’ reading skills : lessons learnt from the use of Guided Reading approach
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Reading as learning in the primary school
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Grade R educators voluntarily share their mathematics practices : authentic realities in South Africa showcased
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Knowledge of child development in the interface of theory and practice in foundation phase teacher education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
