Table of Contents
Articles
| Revisiting Jürgen Habermas’s notion of communicative action and its relevance for South African school governance: can it succeed? | Abstract PDF |
| Nonceba Nolundi Mabovula | 1 - 12 |
| Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools | Abstract PDF |
| Petro du Preez, Cornelia Roux | 13 - 26 |
| Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme | Abstract PDF |
| David Phathabantu Ngidi, Patrick Sibaya, Duduzile Sibaya, Herbert Khuzwayo, Mncedisi Maphalala, Nkosinathi Ngwenya | 27 - 39 |
| Disruptive behaviour in the Foundation Phase of schooling | Abstract PDF |
| Petro Marais, Corinne Meier | 41 - 57 |
| A case study of continuing teacher professional development through lesson study in South Africa | Abstract PDF |
| Yumiko Ono, Johanna Ferreira | 59 - 74 |
| Entrepreneurial orientation and practice: three case examples of historically disadvantaged primary schools | Abstract PDF |
| Ike Xaba, Macalane Malindi | 75 - 89 |
| Troubling some generalisations on teacher education in the English-speaking world: the case of the Republic of Ireland | Abstract PDF PDF |
| Tom O’Donoghue, Judith Harford | 91 - 104 |
| Learner councillors' perspectives on learner participation | Abstract PDF |
| Edith Dinong Phaswana | 105 - 122 |
| Language diversity in the mathematics classroom: does a learner companion make a difference? | Abstract PDF |
| Hendrik Botes, Andile Mji | 123 - 138 |
| Demographic profile and perceived INSET needs of secondaryMathematics teachers in Limpopo province | Abstract PDF |
| Angeline Rakumako, Rudiger Christian Laugksch | 139 - 152 |
| Whose voice matters? LEARNERS | Abstract PDF |
| Sarah Bansilal, Angela Antoinette James, Magiembal Naidoo | 153 - 165 |
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
SA Journal of Education is hosted at the University of Pretoria, Faculty of Education