|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Self-esteem among children in Grade R in an urban South African school
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Editorial : building communities of research
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Strengthening foundation phase teacher education through mentoring
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Accessing and assessing young learner’s mathematical dispositions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Teaching natural science in the foundation phase : teachers’ understanding of the natural science curriculum
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Linguistic liminality in the early years of school : urban South African children ‘betwixt and between’ languages of learning
|
|
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 |
|
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 |
|
Deficiencies within the education system with regard to perceptual motor learning
|
|
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 |