| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
'We are workshopped' : problematising Foundation Phase teachers’ identity constructions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
‘Every mother dances her baby’ : contextually responsive narratives of early childhood care and education in Kenya and Uganda
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
‘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 |
 |
"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 combined prosodic and linguistic treatment approach for language-communication skills in children with autism spectrum disorders : a proof-of-concept study
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
A comparison of the effects of text-based instruction versus standards-based instruction in the early years
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
A foundation for foundation phase teacher education : making wise educational judgements
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
A learning pathway for whole numbers that informs mathematics teaching in the early years
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
