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• Translanguaging in action: Foundation phase learners’ use of different communicative linguistic resources for meaning-making during science education

  Julie Shantone Rubbi Nunan, Erasmos Charamba

  65-83

  2026-06-30

• Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes

  Róan Slabbert, Jeanette Du Plessis, Mpho Jama

  2023-12-13

• Editorial

  Jan Nieuwenhuis

  i-iii

  2020-12-03

• African philosophy (of education) and post-apartheid South African schools: a critical analysis of the Curriculum Assessment Policy Statement

  Thokozani Mathebula, Dr

  15-28

  2020-03-03

• Creating sustainable physical sciences learning environments: A case for decolonised and transformative learning

  Moeketsi Freddie Tlali

  85-98

  2018-04-05

• Inclusion of disability issues in teaching and research in higher education

  Chioma Ohajunwa, Anneli Hardy, Judith Mckenzie, Theresa Lorenzo

  104-117

  2014-09-30

• The influence of gender, parents and background factors on Grade 7 students’ beliefs and attitudes towards mathematics in Mozambique

  Adelino Evaristo Murimo

  74-82

  2013-06-28

• Navigating pedagogic possibilities in the context of forced displacement: A Bernsteinian Analysis

  John Nyambe

  23-36

  2025-08-04

• Connection, desperation and disillusionment: Exploring student wellbeing at a university in South Africa during the COVID-19 pandemic

  Sarina de Jager

  38-55

  2023-03-31

• “I decided…”: Agency in Black women professors

  Ncamisile Zulu

  207-223

  2022-06-08

• Why teaching? Perspectives from first-year South African pre-service teachers

  Moeniera Moosa, Dr

  130-143

  2020-06-11

• ‘And I have been told that there is nothing fun about having sex while you are still in high school’: Dominant discourses on women’s sexual practices and desires in Life Orientation programmes at school

  Tamara Shefer, Sisa Ngabaza

  63-76

  2015-06-30

• The curriculum and citizenship education in the context of inequality: Seeking a praxis of hope

  Carol Anne Spreen, Salim Vally

  88-97

  2012-12-14

• Autumn 2026 Editorial Section 1

  Roy Venketsamy, Ndlovu Blanche

  1-3

  2026-07-22

• Strategies to support progressed South African Grade 12 Mathematics learners

  Lineo Kolobe, Maryke Anneke Mihai

  2013-12-13

• A case for deliberate and accommodative design for blended teaching and learning in universities in developing countries

  Khutso Mnisi

  195-210

  2023-06-30

• Empowering student-led initiatives: integrating social action into higher education curriculum in West Java

  Erli Sarilita, Nani Murniati, Harmas Yazid Yusuf

  254-268

  2025-08-04

• Pupil diversity in teacher preparation curriculum

  Jana Kratochvílová, Katerina Lojdová, Katerina Vlčková

  175-188

  2022-06-08

• 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

• Building the workforce for an early childhood home-visiting programme: Reflections from the field

  Kim Schmidt

  38-56

  2026-03-20

• Critical reading for critical engagement with English literature: a critical reflective study

  John Simango

  2013-12-13

• Student's perceived science inquiry process skills in relation to school type and gender

  Christian Bob Nicol, Emmanuel Gakuba, Gonzague Habinshuti

  159-174

  2022-06-08

• Setting standards and primary school teachers’ experiences of the process

  Vanessa Scherman, Sarah J. Howie, Lisa Zimmerman, Roel Bosker

  92-104

  2014-03-31

• Rurality and resilience in education: place-based partnerships and agency to moderate time and space constraints

  Liesel Ebersöhn, Ronél Ferreira

  30-42

  2012-03-30

• Formative assessment as mediation

  Mark de Vos, Dina Zoë Belluigi

  39-47

  2011-06-30

• The induction process of novice teachers in primary schools: experiences of school management teams

  Thelma Mkhabele, Ephraim Kgwete, Nevensha Sing

  320-332

  2024-12-06

• Implicit gender-based violence against Black high school girls in South African township schools

  Angel Duduzile Dlungwane, Vijay Hamlall

  98-112

  2024-05-30

• COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini

  Ncamsile Daphne Motsa

  17-29

  2021-09-16

• Kenyan doctoral students’ success: Roles of motivation and self-efficacy

  Hyrine Mueni Matheka, Ellen P. W. A. Jansen, Dr, W. H. Adriaan Hofman, Prof

  115-129

  2020-06-11

• Editorial

  L. C. Jita, M. L. Mokhele-Makgalwa

  vii-ix

  2018-06-19

• Risky writing: Working with a heteroglossic pedagogy to deepen pre-service teachers’ learning

  Belinda Mendelowitz, Kerryn Dixon

  120-134

  2016-03-31

• The concrete-representationalabstract sequence of instruction in mathematics classrooms

  Vimolan Mudaly, Jayaluxmi Naidoo

  42-56

  2015-03-31

• Difficult conversations: Lessons learnt from a diversity programme for pre-service teachers

  Adré le Roux, Percy Mdunge

  78-87

  2012-09-28

• The odd couple: Diverging paths in language policy and educational practices

  Mastin Prinsloo

  1-9

  2011-12-16