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Publisher: Rhodes University, Faculty of Education, Grahamstown [ All ]

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	Title	Authors/Editors	Publisher	Type	Copies
	A case study of multigrade teaching in Canada: implications for South Africa Year: 2000	Muthayan, Saloshini	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	A case study of the language policy in practice in the foundation phase of schooling Year: 2002	Brookes, Margaret Ann	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	A case study: tracing the development of emergent literacy in a Grade R class Year: 2007	Hodgskiss, Jennifer Adelé	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	A critical investigation into the managerial implications of inclusive education Year: 2002	Cloete, Sanet	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	A critical investigation of selected Cape and Transkei environment study programmes in junior primary schools Year: 1993	Vinjwa, Nobuzwe	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia Year: 2017	Young, Catherine	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	An exploration of teacher perceptions and actions to conserve wetlands in Kenya Year: 2004	Ndaruga, Ayub Macharia	Rhodes University, Faculty of Education, Grahamstown	Thesis	1
	An exploration of understandings and expectations around differentiation in mathematics, science and technology education Year: 2005	Cherub, Fauzia	Rhodes University, Faculty of Education, Grahamstown	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
	An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa Year: 2012	Keth, Beverley Dawn	Rhodes University, Faculty of Education, Grahamstown	Thesis	1

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