| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Teachers' discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The cognitive processing potential of infants : exploring the impact of an early childhood development programme
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The reading literacy profiles of first-year BEd foundation phase students
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Locating the difference : a comparison of pedagogic strategies in high and low performing schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Editorial : toward more South African research on learning in childhood
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
South African teachers’ use of national assessment data
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Sources of inequality in South African early child development services
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
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 |
 |
Science and mathematics teaching through local games in preschools of Botswana
|
|
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 |
