No 77 (2019): General Issue | Journal of Education

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Published: 2019-12-27

Editorial

Editorial

Carol Bertram

1-5
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Research Articles

Pacing of knowledge: Pedagogic code, pedagogic discourse, and teachers’ experiences

Devika Naidoo

6-23
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Implementation challenges influencing the efficacy of group-work tasks that require inductive or deductive reasoning during physical sciences lessons

Angela Stott, Paul Hobden

24-43
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Learners’ awareness of their emotions and their engagement with mathematics tasks in a mathematics club

Jeanne-Mari Frenzel, Christine Erna Lampen, Karin Brodie

44-59
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A snapshot of teachers’ knowledge and teaching behaviour to develop self-regulated learning

Bernadette Geduld

60-78
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Schools as restorative spaces for democratic citizenship education

Nuraan Davids

79-93
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Reducing practice-shock: First-year student teachers’ experiences of a campus-based teaching practice model

Moeniera Moosa

94-114
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Organisation development: The argument still stands

Clive Smith, Marion Mackinnon

115-137
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Secured, not connected: South Africa’s Adult Education system Public Adult Learning Centres, Community Colleges, and access to basic education

Sandra Jane Land, John Aitchison

138-155
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Critical performativity for a decolonising curriculum: Possibilities in creating emancipatory classroom spaces for exploring alternative knowledge frames

Sadi Seyama

156-172
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Book Reviews

Teachers’ Know-How: A Philosophical Investigation (2017) by Christopher Winch

Wayne Hugo, Robyn McQueen

173-176
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