| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Doeltreffendheid van die skoolondersteuningspan binne die Suid-Afrikaanse inklusiewe onderwysstelsel
|
|
Suid-Afrikaanse Akademie vir Wetenskap & Kuns, Pretoria |
E-Journals |
1 |
|
|
Road safety education: a paradoxical state for children in a rural primary school in South Africa
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
|
|
Raising resilience by tackling texts
|
|
UNISA Press, Pretoria |
E-Journals |
1 |
|
|
Does visual participatory research have resilience–promoting value? Teacher experiences of generating and interpreting drawings
|
|
Education Association of South Africa (EASA), Pretoria |
E-Journals |
1 |
|
|
South African teachers’ views of collaboration within an inclusive education system
|
|
Taylor & Francis/Routledge, London |
E-Journals |
1 |
|
|
Trekking back to mainstream for inclusive education, is it there?
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
|
|
Alleviating the intensification of educator workload through internships: the Relieve Educators Administrative Demands (READ) – Model
|
|
Kamla-Raj Enterprises, New Dehli |
E-Journals |
1 |
 |
Enacting understanding of inclusion in complex contexts: classroom practices of South African teachers
|
|
Education Association of South Africa (EASA), Pretoria |
E-Journals |
1 |
|
|
Educational psychology and resilience in developing contexts: a rejoinder to Toland and Carrigan (2011)
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
|
|
Exploring teacher self–efficacy for inclusive practices in three diverse countries
|
|
Elsevier, Amsterdam |
E-Journals |
1 |
