|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
‘Learning walks’ : dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
‘Minding the gap?’ A national foundation phase teacher supply and demand analysis
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
"Heer, ’n kleine kinderbende sing sy loflied tot u eer!"
|
|
Die Suider-Afrikaanse Kerkorrelistevereniging, [Potchefstroom?] |
E-Journals |
1 |
|
"I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town
|
|
University of Cape Town, Department of Sociology, Cape Town |
Thesis |
1 |
|
"Mama does not speak that (language) to me" : indigenous languages, educational opportunity and black African preschoolers
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
A bird’s eye view on the status of the module 'Life Skills' in the foundation phase at Higher Education Institutions in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
A case study of multigrade teaching in Canada: implications for South Africa
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
A case study of the language policy in practice in the foundation phase of schooling
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
A case study: tracing the development of emergent literacy in a Grade R class
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
|
A collaborative approach to facilitating learner support by teachers in a full-service school
|
|
North West University, Potchefstroom |
Thesis |
1 |