Editorial |
| |
| · Views of childhood and knowledge of children Henning, Elizabeth
|
| |
Articles |
| |
| · A foundation for foundation phase teacher education: Making wise educational judgements Murris, Karin; Verbeek, Clare
|
| |
| · Inclusive education and insufficient school readiness in Grade 1: Policy versus practice Bruwer, Marietjie; Hartell, Cycil; Steyn, Miemsie
|
| |
| · What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes? Condy, Janet; Blease, Bernita
|
| |
| · Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius Ankiah-Gangadeen, Aruna; Samuel, Michael Anthony
|
| |
| · Rethinking early school transitions as social transactions Nieuwenhuizen, Elaney; Eloff, Irma; Moen, Melanie
|
| |
| · South African teachers' use of national assessment data Kanjee, Anil; Moloi, Qetelo
|
| |
| · A mathematics competence test for Grade 1 children migrates from Germany to South Africa Fritz, Annemarie; Balzer, Lars; Ehlert, Antje; Herholdt, Roelien; Ragpot, Lara
|
| |
| · Approaches to teaching primary level mathematics Long, Caroline; Dunne, Tim
|
| |
| · The readability of two Grade 4 natural sciences textbooks for South African schools Sibanda, Lucy
|
| |
| · Film as teacher education genre: Developing student agency in the production of #Taximaths - How children make their world mathematical Ragpot, Lara
|
| |
| · Ethical considerations in educational research involving children: Implications for educational researchers in South Africa Pillay, Jace
|
| |
Book Review |
| |
| · Review: Van den Heuvel-Panhuizen M, Kuehne C & Lombard A-P. 2014. Learning Pathway for Number in the Early Primary Grades. South Africa Askew, Mike
|
| |