Vol 30, No 1 (2010)

Table of Contents


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

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