| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
The unavoidable need for distributed cognition in teaching literacy
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Children’s perceptions of democratic values: implications for democratic citizen education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Cracking the vocabulary code in mathematics in the foundation phase
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase : Grade R-3
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The South African national school curriculum : implications for collaboration between teachers and speech-language therapists working in schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The reading literacy profiles of first-year BEd foundation phase students
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Strategies for the implementation of mathematics in Grade R: teachers' beliefs and practices
|
|
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 |
 |
Play in Grade R classrooms: diverse teacher perceptions and practices
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Test items and translation : capturing early conceptual development in mathematics reliably?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
