Vol. 33 No. 1 (2015)

Research articles

• Professional development networks: From transmission to co-construction

  Ken Ngcoza, Sue Southwood

  1-11

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• Theorising multiply disadvantaged young people’s challenges in accessing higher education

  Melanie Walker, Faith Mkwananzi

  12-25

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• Accountability issues in testing academic literacy: The case of the Test of Academic Literacy for Postgraduate Students (TALPS)

  Avasha Rambiritch

  26-41

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• The concrete-representationalabstract sequence of instruction in mathematics classrooms

  Vimolan Mudaly, Jayaluxmi Naidoo

  42-56

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• Restoring our children: Why a restorative approach is needed to discipline South African children

  Roelf P. Reyneke

  57-72

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• Voices of divergence: resistance, contestation and the shaping of Namibia’s teacher education, 1990- 2010

  John Nyambe, Di Wilmot

  73-86

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• Social justice as a conduit for broadening curriculum access: Stories from classroom teachers

  Melanie Martin, Jabulani Ngcobo

  87-99

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• Using ICTs (educationally) for development in an African context: Possibilities and limitations

  Nazir Carrim, Mandi Taruvinga

  100-116

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• Teacher-reported quality of schooling indicators in Botswana primary schools: an exploratory study

  Kayi Ntinda, Magdalene Nakalowa Ntinda, Elias Mpofu

  117-130

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• Bridging theory and practice in teacher education: teaching schools – a bridge too far?

  Sarah Gravett, Sarita Ramsaroop

  131-146

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