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Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
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 influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Children as stakeholders in education : does their voice matter?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Writing and mathematical problem solving in Grade 3
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers’ perceptions on the design and use of an outdoor learning environment for sensory and motor stimulation
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Initiating a different story about immigrant Somali parents’ support of their primary school children’s education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Augmented feedback in autistic disorder
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|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Parents’ and teachers’ perspectives on changes in childcare quality in the United States, Russia and Finland
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
