Librarika: New Arrivals

New Arrivals

Page 3 of 10

	Title	Authors/Editors	Publisher	Type	Copies
	Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005 Year: 2005	Nthulanyane, Malefa Regina	University of Port Elizabeth, Faculty of Education, Port Elizabeth	Thesis	1
	Teacher adaptation of a curriculum during implementation Year: 2005	Childs, Margaret Mary	Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth	Thesis	1
	Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice Year: 2012	Van Zyl, Marinda	Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth	Thesis	1
	Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: A case study of Mthatha district,Eastern Cape, South Africa Year: 2012	Bello, Aishatu Haruna	Walter Sisulu University, Faculty of Education, Mthatha	Thesis	1
	Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS) Year: 2014	Mnqatu, Fiola Wayne	University of Fort Hare, Faculty of Education, Alice	Thesis	1
	An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase Year: 2007	Mdlungu, Nozuko Gloria	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	Grade 3 teachers’ strategies to help English second language learners overcome interlingual spelling errors Year: 2014	Rululu, Nomfusi Gladys	University of Fort Hare, Faculty of Education, Alice	Thesis	1
	An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance Year: 2012	Maqwelane, Nonkoliso Sheila	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	Music education in the foundation phase Year: 2015	Beer, Luzaan	Nelson Mandela Metropolitan University, Faculty of Arts, Port Elizabeth	Thesis	1
	Investigating the English vocabulary needs, exposure, and knowledge of isiXhosa speaking learners for transition from learning to read in the Foundation Phase to reading to learn in the Intermediate Phase : a case study Year: 2014	Sibanda, Jabulani	Rhodes University, Faculty of Education, Grahamstown	Thesis	1

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