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Search on : PILLAY, JACE [Author]
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 Nortje, Ann Lindsey and Pillay, Jace Vulnerable young adults' retrospective perceptions of school-based psychosocial support. S. Afr. j. educ., Feb 2022, vol.42, no.1, p.1-9. ISSN 0256-0100
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 Pillay, Jace. The relationship between housing and children's literacy achievement: Implications for supporting vulnerable children. S. Afr. j. educ., May 2017, vol.37, no.2, p.1-10. ISSN 0256-0100
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 Mwoma, Teresa and Pillay, Jace Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies. S. Afr. j. educ., Aug 2015, vol.35, no.3, p.1-9. ISSN 0256-0100
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 Pillay, Jace. Keystone Life Orientation (LO) teachers: implications for educational, social, and cultural contexts. S. Afr. j. educ., 2012, vol.32, no.2, p.167-177. ISSN 0256-0100
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 Pillay, Jace and Terlizzi, Marisa Di A case study of a learner's transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education. S. Afr. j. educ., Nov 2009, vol.29, no.4, p.491-509. ISSN 0256-0100
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 Pillay, Jace, Patel, Leila and Setlhare-Kajee, Rubina Teacher awareness of psychosocial support available as per the Integrated School Health Policy in South Africa. SAJCE, 2023, vol.13, no.1, p.1-9. ISSN 2223-7682
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 Pillay, Jace. Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions. SAJCE, 2021, vol.11, no.1, p.1-10. ISSN 2223-7682
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 Pillay, Jace. Problematising child-headed households: The need for children's participation in early childhood interventions. SAJCE, 2016, vol.6, no.1, p.1-8. ISSN 2223-7682
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 Pillay, Jace. Ethical considerations in educational research involving children: Implications for educational researchers in South Africa. SAJCE, 2014, vol.4, no.2, p.194-212. ISSN 2223-7682
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 Naidoo, Shantha, Pillay, Jace and Conley, Lloyd The management and governance of racial integration in public secondary schools in Gauteng. Koers (Online), 2018, vol.83, no.1, p.1-13. ISSN 2304-8557
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