|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Linguistic liminality in the early years of school : urban South African children ‘betwixt and between’ languages of learning
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Teaching natural science in the foundation phase : teachers’ understanding of the natural science curriculum
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Accessing and assessing young learner’s mathematical dispositions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Strengthening foundation phase teacher education through mentoring
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Editorial : building communities of research
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Self-esteem among children in Grade R in an urban South African school
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
A bird’s eye view on the status of the module 'Life Skills' in the foundation phase at Higher Education Institutions in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Early childhood education, child development and school readiness : evidence from Zambia
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Reading in two languages : evidence from miscue analysis
|
|
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 |