 Editorial |
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| | · Views of childhood and knowledge of children
Henning, Elizabeth
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| Articles |
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| | · A foundation for foundation phase teacher education: Making wise educational judgements
Murris, Karin; Verbeek, Clare
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| | · Inclusive education and insufficient school readiness in Grade 1: Policy versus practice
Bruwer, Marietjie; Hartell, Cycil; Steyn, Miemsie
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| | · What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?
Condy, Janet; Blease, Bernita
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| | · Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius
Ankiah-Gangadeen, Aruna; Samuel, Michael Anthony
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| | · Rethinking early school transitions as social transactions
Nieuwenhuizen, Elaney; Eloff, Irma; Moen, Melanie
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| | · South African teachers' use of national assessment data
Kanjee, Anil; Moloi, Qetelo
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| | · A mathematics competence test for Grade 1 children migrates from Germany to South Africa
Fritz, Annemarie; Balzer, Lars; Ehlert, Antje; Herholdt, Roelien; Ragpot, Lara
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| | · Approaches to teaching primary level mathematics
Long, Caroline; Dunne, Tim
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| | · The readability of two Grade 4 natural sciences textbooks for South African schools
Sibanda, Lucy
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| | · Film as teacher education genre: Developing student agency in the production of #Taximaths - How children make their world mathematical
Ragpot, Lara
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| | · Ethical considerations in educational research involving children: Implications for educational researchers in South Africa
Pillay, Jace
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| Book Review |
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| | · Review: Van den Heuvel-Panhuizen M, Kuehne C & Lombard A-P. 2014. Learning Pathway for Number in the Early Primary Grades. South Africa
Askew, Mike
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Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons
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