 Articles |
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| | · Inclusion of young children with autism spectrum disorder during the COVID-19 lockdowns
Mzimela, Jabulile
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| | · Against the tide: Provision of psycho-social support to orphans in a rural primary school in Lesotho
Konyana, Bokang D.; Matheolane, Retselisitsoe
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| | · COVID-19 impact on support services in South African full-service schools: Views of support structures
Makhalemele, Thabo; Jama, Pateka Pamella
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| | · The effect of the COVID-19 pandemic on higher education institutions in South Africa: Resilience of academics
Mestry, Raj
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| | · A worldwide review of the impact of COVID-19 disruptions on learner development and resilience
Malindi, Macalane Junel; Hay, Johnnie
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| | · Cognitive coping strategies that supported teacher resilience during the COVID-19 pandemic
Williams, Elisma; Ferreira, Ronél; Botha, Tanita
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| Editorial |
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| | · Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools
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| Articles |
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| | · Psychosocial experiences of Foundation Phase teachers in South Africa during the COVID-19 pandemic
Thilakdhari, Jayshree; Jairam, Visvaranie
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| | · Changing pedagogy in rural secondary schools through the Technology, Pedagogy, Content, and Spaces (TPeCS) knowledge framework
Mthethwa, Lindiwe C.
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All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License
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