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THE JOURNAL GRANTS TO USERS’ OPEN ACCESS ONLINE OF THE FULL TEXT FROM START OF PUBLICATION - YEAR 2001-ONWARDS
Volume 11 CONTENTS 2015 VOLUME 11, Number 1 OCTOBER 2015
Bongani D. Bantwini • Do Teachers’ Learning Styles Influence Their Classroom Practices? A Case of Primary School Natural Science Teachers from South Africa 1-14 DOI: 10.31901/24566322.2015/11.01.01
M.P. Mavuso and G. Moyo • The Views of Education Development Officers on Their Educational Leadership Practices 15-20 DOI: 10.31901/24566322.2015/11.01.02
Ngwako Solomon Modiba • Managing the Unteachability of Current Public Limpopo Secondary School Learners 21-30 DOI: 10.31901/24566322.2015/11.01.03
Zahra Bulbulia and Johan Wassermann • Rethinking the Usefulness of Twitter in Higher Education 31-40 DOI: 10.31901/24566322.2015/11.01.04
E. Gudyanga, N. Wadesango, L. R. Manzira and A. Gudyanga • Implementation of Guidance and Counselling in Secondary Schools in Chinhoyi Urban 41-49 DOI: 10.31901/24566322.2015/11.01.05
J.A. Abongdia, E.O. Adu and J.W.Foncha • Pre-service Teachers’ Challenges during Teaching Practice in One University in the Eastern Cape, South Africa 50-56 DOI: 10.31901/24566322.2015/11.01.06
F. Ravhuhali, T. S. Mashau, A. P. Kutame and H.N. Mutshaeni • Teachers’ Professional Development Model for Effective Teaching and Learning in Schools: What Works Best for Teachers? 57-68 DOI: 10.31901/24566322.2015/11.01.07
Fhatuwani Ravhuhali, Takalani S. Mashau and Miringo S. Baloyi • Re-writing Grade 12 Examinations in South Africa: Students’ Dreams to Improve or a Sense of Neglect and Despair? (Re-writing Grade 12) 69-77 DOI: 10.31901/24566322.2015/11.01.08
Aneshkumar Maharaj • An Outline of Possible In-course Diagnostics for Derivatives and Integrals of Functions 78-90 DOI: 10.31901/24566322.2015/11.01.09
Jane-Francis A. Abongdia and Thandiswa Mpiti • Learners’ Experiences of Writing in English First Additional Language 91-96 DOI: 10.31901/24566322.2015/11.01.10
Nontokozo Mashiya and Sithabile Ntombela • Learning to Teach through Mother Tongue: PGCE Student’s Experiences in one South African University 97-105 DOI: 10.31901/24566322.2015/11.01.11
Pule Phindane • Learning in Mother Tongue: Language Preferences in South Africa 106-112 DOI: 10.31901/24566322.2015/11.01.12
T. S. Mashau, N. H. Mutshaeni and L. R. Kone • Competent Illiterates or Competent Literates: A Comparative Study of South Australian and South African Basic Education in Literacy and Numeracy Proficiency (Competent Literates) 113-119 DOI: 10.31901/24566322.2015/11.01.13
Takalani Samuel Mashau, Humbulani Nancy Mutshaeni and Lufuno Reginald Kone • Constitutional Obligation: Funding Basic Education for Quality Education in South Africa (Constitutional Obligation) 120-127 DOI: 10.31901/24566322.2015/11.01.14
VOLUME 11, Number 2 NOVEMBER 2015
D. Mahlo • A Comparative Study of Class Size and Academic Achievement of Pupils in Boarding and Non-Boarding Schools 128-136 DOI: 10.31901/24566322.2015/11.02.01
Toyin Mary Adewumi • An Investigation of the Challenges Experienced by High School Teachers in Implementing the Life Orientation Curriculum in Selected Fort Beaufort District High Schools, Eastern Cape of South Africa 137-143 DOI: 10.31901/24566322.2015/11.02.02
Aneshkumar Maharaj • A Framework to Gauge Mathematical Understanding: A Case Study on Linear Algebra Concepts 144-153 DOI: 10.31901/24566322.2015/11.02.03
Matodzi Nancy Lambani • Teacher Professional Knowledge and Practices for Effective English Language Teaching 154-162 DOI: 10.31901/24566322.2015/11.02.04
B. R. Grobler, K. C. Moloi and P. J. Vermeulen • Educators’ Perceptions of Bullying Behaviours by School Leadership in the Gauteng Province, South Africa 163-176 DOI: 10.31901/24566322.2015/11.02.05
Gudyanga Ephias, Wadesango Newman and Dzirikure Lilian • Parents’ and Teachers’ Perceptions on the Use of Language in Early Childhood Development in Norton District 177-186 DOI: 10.31901/24566322.2015/11.02.06
Promise Tshepiso Molale and Solly Matshonisa Seeletse • Improving Mathematics Learning and Teaching through Syllabus Change in a South African University Campus: ICT Leverage 187-195 DOI: 10.31901/24566322.2015/11.02.07
Elaosi Vhurumuku • High School Chemistry Teachers’ Scientific Epistemologies and Laboratory Instructional Practices 196-209 DOI: 10.31901/24566322.2015/11.02.08
Vitallis Chikoko • Learning From Lecturers’ Experiences of Teaching Large Undergraduate Classes in a South African University 210-219 DOI: 10.31901/24566322.2015/11.02.09
Teresa A. Ogina • Teachers’ Perceptions and Expectations of Community and Government Involvement in Supporting Orphaned Learners 220-226 DOI: 10.31901/24566322.2015/11.02.10
M. A. N. Duma and H. P. Khuzwayo • Educators’ Perceptions of Developmental Appraisal in Schools 227-233 DOI: 10.31901/24566322.2015/11.02.11
VOLUME 11, Number 3 DECEMBER 2015
Magdaline N. Tangwe, Pius T. Tanga and Perpetua L. Tanyi • Teachers’ Strikes and the Right of Learners to Education in South Africa: A Critical Literature Review 234-243 DOI: 10.31901/24566322.2015/11.03.01
Vimolan Mudaly and Swasthi Sukhdeo • Mathematics Learning in the Midst of School Transition from Primary to Secondary School 244-252 DOI: 10.31901/24566322.2015/11.03.02
M. A. Marishane , R. N. Marishane and F. D. Mahlo • xe "Teacher Capacity for Curriculum Differentiation in"Teacher Capacity for Curriculum Differentiation in Teaching Foundation Phase Mathematics 253-262 DOI: 10.31901/24566322.2015/11.03.03
Ruth Oluwatosin Adeyemo, Emmanuel Olusola Adu and Olusesan Adeyemi Adelabu • Evaluation of ICT as an Aid to Effective Teaching and Learning in Government Technical Colleges 263-269 DOI: 10.31901/24566322.2015/11.03.04
Emmanuel O. Adu • The Correlation of Teacher Effectiveness Variables and Students’ Academic Achievement in Economics 270-276 DOI: 10.31901/24566322.2015/11.03.05
Jenny Shumba, George Moyo and Symphorosa Rembe • Bereavement Counseling: A Dilemma for School Counselors? 277-284 DOI: 10.31901/24566322.2015/11.03.06
T. S. Mashau, H. N. Mutshaeni and L. R. Kone • Learner Discipline: Finding Lawful Alternatives to Corporal Punishment (Learner Discipline) 285-290 DOI: 10.31901/24566322.2015/11.03.07
Deonarain Brijlall • Exploring The Stages of Polya’s Problem-solving Model during Collaborative Learning: A Case of Fractions 291-299 DOI: 10.31901/24566322.2015/11.03.08
H. B. Khuzwayo, S. Bansilal, L. Webb, A. James and B. Goba • Enabling Teacher Learning in Rural Districts: A Focus on Classroom Support 300-311 DOI: 10.31901/24566322.2015/11.03.09
Sibongile Simelane-Mnisi and Andile Mji • Establishing the Reliability and Validity of the Kolb Learning Style Inventory: A South African Perspective 312-319 DOI: 10.31901/24566322.2015/11.03.10
Petro Marais and Elize du Plessis • Learnership in South African Schools as a Community of Practice: An Open Distance Learning Approach 320-329 DOI: 10.31901/24566322.2015/11.03.11
J. G. Kheswa • Exploring the Impact of Ineffective Communication on Educators’ Teaching Performance at Primary Schools 330-340 DOI: 10.31901/24566322.2015/11.03.12
Index 341-343
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