Vol 39, No 3 (2019)

Table of Contents


Table of Contents Abstract PDF
Ronél Ferreira
Capacitating postgraduate education students with lay counselling competencies via the culturally appropriate bibliotherapeutic Read-me-to-Resilience intervention Abstract PDF
Carmen Joubert, Johnnie Hay 13 pages
Relationship between prospective teachers’ deontic justice attitudes and academic dishonesty tendencies Abstract PDF
Sait Akbaşlı, Şefika Şule Erçetin, Sevda Kubilay 12 pages
Finding the missing variables: A systematic review of mathematics improvement strategies for South African public schools Abstract PDF
Claire Gaillard 9 pages
Mathematics anxiety among pre-service accounting teachers Abstract PDF
Msizi Vitalis Mkhize 14 pages
Difficulties in developing a curriculum for pre-service science teachers Abstract PDF
Kwanele Booi, Mamsi Ethel Khuzwayo 13 pages
Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools Abstract PDF
Mzamani J Maluleke 9 pages
Identifying mechanisms of change in the Early Grade Reading Study in South Africa Abstract PDF
Brahm Fleisch, Kerryn Dixon 12 pages
Learning with mobile devices: A comparison of four mobile learning pilots in Africa Abstract PDF
Shafika Isaacs, Nicky Roberts, Garth Spencer-Smith 13 pages
The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school Abstract PDF
Samantha Anne Hart, Sumaya Laher 11 pages
Managing the use of resources in multi-grade classrooms Abstract PDF
Mothofela R. Msimanga 9 pages
Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude Abstract PDF
Filiz Avcı, Fatma Gülay Kırbaşlar, Burçin Acar Şeşen 14 pages
Disciplinary practices in the early grades: Creating culturally responsive learning environments in South Africa Abstract PDF
Chevonne Prins, Ina Joubert, Judite Ferreira-Prevost, Melanie Moen 7 pages
The effectiveness of stakeholder collaboration in preventing learner pregnancy in secondary schools in the Eastern Cape, South Africa: Implications for leadership Abstract PDF
Ntombizandile Gcelu 8 pages
The prevalence, nature, and functions of non-suicidal self-injury (NSSI) in a South African student sample Abstract PDF
Sarojini Naidoo 10 pages
Challenges experienced by learners with visual impairments in South African township mainstream primary schools Abstract PDF
Mokwena Morelle, Ramodungoane Tabane 6 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