|
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
|
|
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 |