SA Journal of Education

Official journal of the Education Association of South Africa (EASA).
Included in the Social Sciences Citation Index (ISI) and IBSS.

ISSN 0256-0100 (Print), ISSN 2076-3433 (Online)
*View  back issues of SAJE from 2006 – 2010 at ARCHIVES, Full PDF text available




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Volume 39, Supplement 1, September 2019

Table of Contents

Call for Papers

Table of Contents Abstract PDF
Mutendwahothe Walter Lumadi
Editorial: Building a Conducive Environment in Underachieving Schools: A Critical Pedagogy Abstract PDF
Mutendwahothe Walter Lumadi 1 page
Teachers for rural schools – a challenge for South Africa Abstract PDF
Pierre du Plessis, Raj Mestry 9 pages
Thuma mina and education: Volunteerism, possibilities and challenges Abstract PDF
Johan Beckmann 8 pages
Fostering self-regulated learning of Grade 10 learners by means of participatory action research Abstract PDF
Monki M Moseki, Salomé Schulze 9 pages
Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective Abstract PDF
H van Dyk, CJ White 9 pages
School-based mathematics teacher professional learning: A theoretical position on the lesson study approach Abstract PDF
Duncan Mhakure 8 pages
Learners and educators as agents of social transformation in dysfunctional South African schools Abstract PDF
Kholeka Moloi 8 pages
Taming the tide of achievement gap by managing parental role in learner discipline Abstract PDF
Rudzani Israel Lumadi 10 pages
Schooling experiences of children left behind in Zimbabwe by emigrating parents: Implications for inclusive education Abstract PDF
Mazvita Cecilia Tawodzera, Mahlapahlapana Themane 13 pages
Physical sciences teaching and learning in Eastern Cape rural schools: Reflections of pre-service teachers Abstract PDF
Merlin John 12 pages
“You can be anything” – Career guidance messages and achievement expectations among Cape Town teenagers Abstract PDF
Katherine Morse 10 pages
Guidelines for Contributors Abstract PDF
Ronél Ferreira


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SA Journal of Education is hosted at the University of Pretoria, Faculty of Education