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| · Teacher culture and emergent context in two desegregated science classrooms in South Africa: A focused ethnography Kapofu, Lifeas Kudakwashe
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| · Shared storybook reading interactions between children with complex communication needs and their caregivers Morwane, Refilwe Elizabeth; Dada, Shakila; Bornman, Juan
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| · Understanding student participation within a group learning Triyanto
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| · An analysis of quality of education and its evaluation: A case of Zimbabwean primary schools Garira, Elizabeth; Howie, Sarah; Plomp, Tjeerd
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| · Collaboration between school management teams and governing bodies in effectively managing public primary school finances Basson, Philip; Mestry, Raj
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| · Perceptions of teachers and school management teams of the leadership roles of public school principals Naidoo, Parvathy
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| · An approach to re-skilling of in-service teachers in Physical Education in South African schools Stroebel, Leoni CE; Hay, Johnnie; Bloemhoff, Hermanus J
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| · Prospective early childhood teachers' difficulties in analysing children's ideas about the natural and social environment Gutiérrez, María Puig; Cruz-Guzmán, Marta; Rodríguez-Marín, Fátima
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| · Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the Form-three assessment (PT3) Abdullah, Abdul Halim; Fadil, Siti Safuraa; Rahman, Sharifah Nurarfah S. Abd; Tahir, Lokman Mohd; Hamzah, Mohd Hilmi
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| · Developing metacognition among young learners by using stories van Aswegen, Suzanne; Swart, Estelle; Oswald, Marietjie M.
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| · Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach Ogbonna, Chinyere Grace; Ibezim, Nnenna Ekpereka; Obi, Chiaka Augusta
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| · A focus on self-directed learning: The role that educators' expectations play in the enhancement of students' self-directedness du Toit-Brits, Charlene
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| · Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example) Baltaoğlu, Meltem Gökdağ; Güven, Meral
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| · The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students Kwatubana, Siphokazi; Bosch, Mark
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| · WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme Moodley, Maglin
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