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Search on : ROBERTS, NICKY [Author]
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 Oosthuizen, Susanna and Roberts, Nicky A Sociocultural Framework to Analyse M-Learning Options for Early Childhood Development (ECD) Practitioner Training. AJIC, 2021, vol.28, p.1-20. ISSN 2077-7213
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 Isaacs, Shafika, Roberts, Nicky and Spencer-Smith, Garth Learning with mobile devices: A comparison of four mobile learning pilots in Africa. S. Afr. j. educ., Aug 2019, vol.39, no.3, p.1-13. ISSN 0256-0100
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 Roberts, Nicky et al. From challenging assumptions to measuring effect: Researching the Nokia Mobile Mathematics Service in South Africa. S. Afr. j. educ., May 2015, vol.35, no.2, p.01-13. ISSN 0256-0100
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 Isaacs, Shafika et al. Learning through play in Grade R classrooms: Measuring practitioners' confidence, knowledge and practice. SAJCE, 2019, vol.9, no.1, p.1-11. ISSN 2223-7682
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 Roberts, Nicky and Spencer-Smith, Garth A modified analytical framework for describing m-learning (as applied to early grade Mathematics). SAJCE, 2019, vol.9, no.1, p.1-11. ISSN 2223-7682
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 Askew, Mike et al. Multiplicative reasoning: An intervention's impact on Foundation Phase learners' understanding. SAJCE, 2019, vol.9, no.1, p.1-10. ISSN 2223-7682
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 Roberts, Nicky and Venkat, Hamsa Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson. SAJCE, 2016, vol.6, no.1, p.1-10. ISSN 2223-7682
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 Roberts, Nicky and Maseko, Jerry From measuring impact to informing course design: The second design trial of the Maths Intensive course. Journal of Education, 2022, no.87, p.93-114. ISSN 2520-9868
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 Kanjee, Anil et al. Entrenching performativity or enhancing pedagogy: Addressing the challenge of assessment policy and practice. Journal of Education, 2022, no.87, p.1-23. ISSN 2520-9868
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 Hazell, Eleanor, Spencer-Smith, Garth and Roberts, Nicky Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention. Journal of Education, 2019, no.76, p.48-68. ISSN 2520-9868
    · abstract in english    · text in english

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