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• Learning about the effectiveness of teacher education: A Chilean study

  Beatrice Avalos, Francisco Téllez, Silvia Navarro

  11-21

  2010-12-31

• Challenging vision in visual arts in the South African sociocultural context

  Dr Raita Steyn, Prof Maximus Monaheng Sefotho

  187-201

  2021-12-06

• Helping learners think more hopefully about life after school: The usefulness of participatory visual strategies to make career education more contextually relevant

  Suegnet Smit, Lesley Wood, Marinda Neethling

  121-140

  2015-09-30

• A model for assessment: integrating external monitoring with classroom-based practice

  Caroline Long, Tim Dunne, Gabriel Mokoena

  158-178

  2014-03-31

• Editorial

  Rita Niemann

  i

  2013-06-28

• Educators’ experiences of inclusive learning contexts: an exploration of competencies

  Ishmael Magare, Ansie Elizabeth Kitching, Vera Roos

  52-63

  2010-03-31

• Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

  Ruth Aluko, Greig Krull, Ephraim Mhlanga

  1-17

  2022-03-04

• Views from below: Students’ perceptions of teaching practice evaluations and stakeholder roles

  Lungi Sosibo

  141-154

  2013-12-13

• Sustainable parental involvement in schools within the context of rurality: A story of success from South Africa

  Phumlani Erasmus Myende

  135-151

  2025-10-09

• Exploring South African university academics’ level of preparedness for emergency multimodal remote teaching during the COVID-19 pandemic

  Christian Ugwuanyi, Chinedu Okeke, Jogymol Alex

  77-88

  2023-06-30

• Seeing how it works: A visual essay about critical and transformative research in education

  Naydene de Lange, Relebohile Moletsane, Claudia Mitchell

  151-176

  2015-12-18

• From clinic to classroom: A model of teacher education for inclusion

  Gillian Lloyd

  62-70

  2012-06-29

• Student-lecturer interactions: Do traditional methods appeal to Generation Z students?

  Adriaan Lochner

  19-35

  2025-05-19

• Foundation phase male teachers’ reflections in teaching of comprehensive sexuality education in the Eastern Cape province of South Africa

  Obakeng Kagola

  252-266

  2024-07-12

• Editorial

  Jan Nieuwenhuis

  2023-12-13

• Educational continuity during the pandemic: Challenges to pedagogical management in segregated Chilean schools

  Dr C. Cuéllar, Dr M.A. Guzmán, C. Lizama, M.P. Faúndez

  44-60

  2021-03-12

• Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance

  Brandon Arendse, Heather Nadia Phillips, Zayd Waghid

  305-319

  2024-12-06

• Towards a conceptual understanding of community engagement in higher education in South Africa

  Raisuyah Bhagwan, Professor

  171-185

  2018-06-19

• Deepening visual literacy through the use of metacognitive reading instruction strategies

  Georina Westraadt

  182-198

  2016-03-31

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

  Nazir Carrim, Mandi Taruvinga

  100-116

  2015-03-31

• Conceptualising transformation and interrogating elitism: The Bale scholarship programme

  Hannah Botsis, Yasmine Dominguez-Whitehead, Sabrina Liccardo

  129-140

  2013-12-13

• Psychosocial impact of war on the social and emotional development of young learners: An integrative review of Literature

  Peter J.O. Aloka, Oluwakemi Ajayi, Lilian Zindoga, Nzukiso Mnyamana

  5-19

  2025-06-10

• Teaching in and beyond pandemic times

  Mariëtte Koen

  323-325

  2022-03-04

• Risk as productive in landscape architecture pedagogy

  Dr Christine Price, A/Prof Arlene Archer

  143-156

  2021-06-11

• Constructive feedback as a learning tool to enhance students’ self-regulation and performance in higher education

  Erna du Toit

  32-40

  2012-06-29

• Challenges for an internationalization of higher education from and for the global south

  Dr Fernanda Leal, Prof Kyria Finardi, Prof Julieta Abba

  241-250

  2022-09-30

• Accessing resources that promote quality education for young children: Experience of early childhood development centres' principals

  Adebunmi Aina, Keshni Bipath

  113-128

  2022-06-08

• Faculty familiarity with inclusive practices for students with learning disabilities at Najran University

  Turki Mahdi Alqarni

  257-276

  2021-09-16

• Interconnectedness of technology teachers’ perceptions of the design process to learner creativity

  Asheena Singh-Pillay, Frank Ohemeng-Appiah

  70-82

  2016-06-30

• Principals’ servant leadership practices and teacher motivation: Perspectives from South African rural schools’ context

  Melesa Shula

  2023-12-13

• Threats to the quality of marking of the national senior certificate examinations in the Northern Cape

  Patricia S. van Wyk, Kevin L. Teise, Adré le Roux

  115-129

  2020-03-03

• The struggle for academic rigour in assessment education

  Carola Steinberg, Tom Waspe

  53-67

  2016-03-31

• Drama education in the age of AIDS

  Lorraine Singh

  21-29

  2012-09-28

• Flexible curriculum design for quantitative skills development: Building on the insights gained during COVID-19

  Corlia Janse van Vuuren, Annari Muller, Francois Strydom

  137-154

  2023-03-31

• Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

  Muntuwenkosi Abraham Mtshali, Jabulisile Cynthia Ngwenya, Thandanani Hansford Myende

  129-142

  2022-06-08

• Twenty years into the new millennium: How integrated is Mathematics, Physics and Computer Science at secondary school level?

  Prof Ilsa Basson

  3-26

  2021-12-06

• Estimation of promotion, repetition and dropout rates for learners in South African schools

  Daniël Wilhelm Uys, Edward John Thomas Alant

  20-41

  2015-09-30

• Comparison of urban and rural dropout rates of distance students

  K. L. de Hart, J. M. P. Venter

  66-76

  2013-03-29

• Implementing a multi-faith Religious Education curriculum in Botswana junior secondary schools

  Baamphatlha Dinama

  16-23

  2010-03-31

• Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study

  Karen Ferreira-Meyers, Frederico Antunes Carvalho, Sarah Kleinmann, Maria Barron Rodriguez

  179-184

  2025-06-10

• Violence in secondary schools: Educators experiences in Soweto, South Africa

  Thuto Polonyana, Moeniera Moosa

  24-38

  2024-12-06

• Sept 2023 Editorial

  Michelle Joubert

  2023-09-30

• Thinking together through pictures: The community of philosophical enquiry and visual analysis as a transformative pedagogy

  - Giorza

  167-181

  2016-03-31

• Mathematical literacy teachers’ engagement with contextual tasks based on personal finance

  Sarah Bansilal, Thokozani Mkhwanazi, Patisizwe Mahlabela

  98-109

  2012-09-28

• Design refinement tools for a teacher education curriculum: the example of a service learning course

  Nadine Petersen, Elizabeth Henning

  61-71

  2010-12-31

• Critical literacy as a humanising strategy in the isiXhosa literacy curriculum

  Pretty Magangxa

  37-52

  2026-06-30

• Interaction between teachers’ emotional intelligence and classroom management

  Ozlem Kanbur, Nurdan Kirikkaleli

  3-15

  2023-06-30

• Editorial

  L C Jita, Prof, ML Mokhele-Makgalwa, Prof

  i-ii

  2020-03-03

• Pre-service teachers’ views of an ideal teacher for a fast-changing world

  Pumzile Lydia Mello, Sarah Gravett

  82-98

  2025-05-19

• COVID-19 and multicultural education in Brazil

  Prof A. Ivenicki

  231-241

  2021-03-12