| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Children as stakeholders in education : does their voice matter?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Initiating the learning processes at the preschool and lower primary level : challenges and possibilities
|
|
Aosis OpenJournals, Durbanville, Cape Town |
Books |
1 |
 |
Problematizing the concept ‘epistemological access’ : a review of literature
|
|
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 |
 |
Ready or not : kindergarten classroom engagement as an indicator of child school readiness
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
South African teachers’ use of national assessment data
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
A learning pathway for whole numbers that informs mathematics teaching in the early years
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase : a systematic review
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Editorial
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Mediating learning number bonds through a Vygotskian lens of scientific concepts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
