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  1. Home /
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  3. Vol. 33 No. 1 (2015)

Vol. 33 No. 1 (2015)

Published: 2015-03-31

Research articles

  • Professional development networks: From transmission to co-construction
    Ken Ngcoza, Sue Southwood
    1-11
    • PDF
  • Theorising multiply disadvantaged young people’s challenges in accessing higher education
    Melanie Walker, Faith Mkwananzi
    12-25
    • PDF
  • Accountability issues in testing academic literacy: The case of the Test of Academic Literacy for Postgraduate Students (TALPS)
    Avasha Rambiritch
    26-41
    • PDF
  • The concrete-representationalabstract sequence of instruction in mathematics classrooms
    Vimolan Mudaly, Jayaluxmi Naidoo
    42-56
    • PDF
  • Restoring our children: Why a restorative approach is needed to discipline South African children
    Roelf P. Reyneke
    57-72
    • PDF
  • Voices of divergence: resistance, contestation and the shaping of Namibia’s teacher education, 1990- 2010
    John Nyambe, Di Wilmot
    73-86
    • PDF
  • Social justice as a conduit for broadening curriculum access: Stories from classroom teachers
    Melanie Martin, Jabulani Ngcobo
    87-99
    • PDF
  • Using ICTs (educationally) for development in an African context: Possibilities and limitations
    Nazir Carrim, Mandi Taruvinga
    100-116
    • PDF
  • Teacher-reported quality of schooling indicators in Botswana primary schools: an exploratory study
    Kayi Ntinda, Magdalene Nakalowa Ntinda, Elias Mpofu
    117-130
    • PDF
  • Bridging theory and practice in teacher education: teaching schools – a bridge too far?
    Sarah Gravett, Sarita Ramsaroop
    131-146
    • PDF
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ISSN 0258-2236 (print) | ISSN 2519-593X | Hosted by University of the Free State Library and Information Services since 2017.
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