| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Place value without number sense : exploring the need for mental mathematical skills assessment within the Annual National Assessments
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Philosophy for children in South African schools : its role for citizens-in-waiting
|
|
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 |
 |
Ouers se dissiplinering van vyf- tot sesjariges
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Now and then : revisiting early childhood teachers' reactions to curriculum change
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Navigating professional roles in early literacy intervention : exploring the experiences of speech language therapy students, teachers and clinical tutors
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Natural differentiation in the teaching of mathematics to children starting school
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Music education in the Grade R classroom : how three teachers learned in a participatory action inquiry
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Move to literacy : fanning emergent literacy in early childhood education in a pedagogy of play
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Motivation to become a Foundation Phase teacher in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
