| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Foundation phase teachers’ (limited) knowledge of geometry
|
|
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 |
 |
Foundation-phase children’s causal reasoning in astronomy, biology, chemistry and physics
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Gender effects on phonological processing and reading development in Northern Sotho children learning to read in English : a case study of Grade 3 learners
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Grade R educators voluntarily share their mathematics practices : authentic realities in South Africa showcased
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Handling learner discipline problems: a psycho-social whole school approach
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Home literacy activities : accounting for differences in early grade literacy outcomes in low-income families in Zambia
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
How Grade R pupils make sense of the ‘scientist’ and ‘science’
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
