|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
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 |
|
Improving South African third graders’ reading skills : lessons learnt from the use of Guided Reading approach
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The cognitive processing potential of infants : exploring the impact of an early childhood development programme
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Biography, policy and language teaching practices in a multilingual context : early childhood classrooms in Mauritius
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
'We are workshopped' : problematising Foundation Phase teachers’ identity constructions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |