 Leading Article |
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| | · Teachers' narratives of pedagogical practices: to educate for democratic peace in Egypt and in Canada
Awad, Y.
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| General Articles |
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| | · "We don't want to stand out, yet some of us do": The experiences and responses of gender counter-normative students at Stellenbosch University
Beukes, A.; Francis, D.A.
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| | · Do benevolent and altruistic supervisors have higher postgraduate supervision throughput? The contributions of individual motivational values to South African postgraduate supervision throughput
Callaghan, C. W.
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| | · Universities trailing behind: unquestioned epistemological foundations constraining the transition to online instructional delivery and learning
Dlamini, R.; Ndzinisa, N.
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| | · Student practices in use of lecture recordings in two first-year courses: pointers for teaching and learning
Frith, V.; Lloyd, P.
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| | · Community engagement: barriers and drivers in South African higher education
Johnson, B. J.
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| | · Whose interest does it serve? A Confucian community engagement
Khanyile, M.
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| | · Reasons why self-directed learning is important in South Africa during the Covid-19 pandemic
Mahlaba, S. C.
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| | · Humanising higher education through a culturally responsive curriculum
Maluleka, K. J.
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| | · Evaluation of pre-service teachers' classroom management skills during teaching practice in rural communities
Mkhasibe, R. G.; Mncube, D. W.
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| | · Underpreparedness in South African higher education: A limited test of the English grammar awareness of first-year university students
Moyo, J.
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| | · Creating an instrument to measure perceptions about access to health-related higher education programmes in South Africa
Orton, P. M.; Essack, S.; Nokes, K. M.; Brysiewicz, P.
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| | · Students' perception on the adoption of an e-textbook (digital) as an alternative to the printed textbook
Osih, S. C.; Singh, U. G.
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| | · Academic adjustment and socio-economic legacy effects: evidence from the years of the #FeesMustFall and #RhodesMustFall protests
Papageorgiou, E.; Callaghan, C. W.
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| | · Re-imagining Africanisation of sustainable epistemologies and pedagogies in (South) African higher education: a conceptual intervention
Sebola, M.; Mogoboya, M.J.
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| | · New models for improving teaching and training in engineering and technology transfer in South Africa
Snyman, L. W.; Kruger, D.
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| | · Transformative learning in a context of deep division: the importance of learning about self for leadership
Spooner, V. S.; John, V. M.
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