Browse Title Index

Issue Title
No 68 (2017) 20 Years of higher education curriculum policy in South Africa Abstract   PDF
Lis Lange
Vol 71 (2018) A critical analysis of CAPS for Life Skills in the Foundation Phase (Grades R–3) Abstract   PDF
Kerryn Dixon, Hilary Janks, Debbie Botha, Katarina Earle, Manono Poo, Fiona Oldacre, Kamala Pather, Kerri-Lee Schneider
No 70 (2017) A sociological analysis of the pictures used in the South African foundation phase numeracy workbooks and their mathematical implications Abstract   PDF   PDF
Peter Pausigere
No 67 (2017) Analysis of teaching and learning of natural sciences and technology in selected Eastern Cape province primary schools, South Africa Abstract   PDF
Bongani Bantwini
Vol 71 (2018) Are instructivist pedagogies more appropriate for learning the sciences in South African low-quintile schools than western literature suggests? Abstract   PDF
Angela Elisabeth Stott
No 70 (2017) Attributes for the field of practice of the administrator and office manager Abstract   PDF   PDF
Shairn Hollis-Turner
No 69 (2017) Becoming a teacher in Australia: reflections on ‘the resilience factor’ in teacher professional development and teacher retention in the 1940s and at the beginning of the twenty-first century Abstract   PDF
Yvonne Reed
No 70 (2017) Book Review: Peter Kallaway and Rebecca Swartz (Eds) Empire and education in Africa: The shaping of a comparative perspective New York, Peter Lange, 2016 Abstract   PDF   PDF
Johan Wassermann
No 68 (2017) Cognitive justice and the higher education curriculum Abstract   PDF
Brenda Leibowitz
No 67 (2017) Dangers of generic pedagogical panaceas: implementing sevice-learning differently in diverse disciplines Abstract   PDF
Amanda Hlengwa, Sioux McKenna
No 68 (2017) Decolonising initial teacher education in South African universities: More than an event Abstract   PDF
Yusuf Sayed, Shireen Motala, Nimi Hoffman
No 68 (2017) Does financial assistance undermine academic success? Experiences of ‘at risk’ students in a South African university Abstract   PDF
Samukelisiwe Mngomezulu, Rubby Dhunpath, Nicholas Munro
Vol 71 (2018) Editorial Issue 71 2018 Details   PDF
Carol Bertram
No 70 (2017) Embodying pedagogical habitus change: A narrative-based account of a teacher’s pedagogical change within a professional learning community Abstract   PDF   PDF
Jennifer Feldman, Aslam Fataar
No 70 (2017) Examining pre-service teachers’ subject matter knowledge of school mathematics concepts Abstract   PDF   PDF
Zanele Ndlovu, Nyna Amin, Michael Anthony Samuel
No 70 (2017) Exploring perceived sources of conflict among educators in three Eastern Cape schools Abstract   PDF   PDF
Andre du Plessis, Gerard Cain
Vol 71 (2018) Exploring pre-service teachers’ opportunities to learn to teach science with ICTs during teaching practice Abstract   PDF
Thuthukile Jita
No 69 (2017) First year students’ experience of access and engagement at a University Abstract   PDF
Subethra Pather, Najwa Norodien-Fataar, Xena Cupido, Nosisana Mkonto
No 69 (2017) Followership and sustainability of school leadership for Science and Mathematics: A distributive perspective Abstract   PDF
Maria Tsakeni, Loyiso Jita
No 68 (2017) Food and housing challenges: (Re)framing exclusion in higher education Abstract   PDF
Yasmine Dominguez-Whitehead
Vol 71 (2018) Human rights and neo-liberal education in post-apartheid South Africa Abstract   PDF
Thokozani Philemon Mathebula
No 67 (2017) Inclusive education in initial teacher education in South Africa: practical or professional knowledge? Abstract   PDF
Elizabeth Walton
No 67 (2017) Indefence of knowledge Abstract   PDF
Wayne Hugo
No 69 (2017) Interdisciplinarity, neoliberalism and academic identities: Abstract   PDF
Richard Tabulawa
No 68 (2017) Introduction - Part III Achieving ‘free education’ for the poor – a realisable goal in 2018? Details   PDF
Shireen Motala
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