Vol 40, No 3 (2020)

Table of Contents


Table of Contents Abstract PDF
Ronél Ferreira
Prevalence of ADHD symptoms and their association with learning-related skills in Grade 1 children in South Africa Abstract PDF
Monique de Milander, Robert Schall, Elizna de Bruin, Melissa Smuts-Craft 7 pages
Cultural implications for learners’ effectiveness as governors of schools in rural South Africa Abstract PDF
Vangeli Wiseman Gamede 8 pages
Principals’ views on the implementation of the no-fee policy through the lens of capability theory Abstract PDF
Emma Priscilla Barnett, Rouaan Maarman 9 pages
Voices of resilience: Female school principals, leadership skills, and decision-making techniques Abstract PDF
Nicolette de Bruyn, Raj Mestry 9 pages
Collaboration practices between the two tiers of school leadership in eradicating underperformance Abstract PDF
Itumeleng Innocentia Setlhodi 11 pages
Critical skills for deputy principals in South African secondary schools Abstract PDF
Jan B. Khumalo, C.P. Van der Vyver 10 pages
Integration of MOODLE into the classroom for better conceptual understanding of functions in Mathematics Abstract PDF
Nicholas Mlotshwa, Nyarai Tunjera, Agnes Chigona 14 pages
The concept of prime number and the strategies used in explaining prime numbers Abstract PDF
Nejla Gürefe, Gülfem Sarpkaya Aktaş 9 pages
Social and structural barriers related to menstruation across diverse schools in the Eastern Cape Abstract PDF
Catriona Ida Macleod, Ryan du Toit, Sharli Paphitis, Lindsay Kelland 9 pages
Registered psychological counsellor training at a South African faculty of education: Are we impacting educational communities? Abstract PDF
Carmen Joubert, Johnnie Hay 9 pages
Social media commenters’ understanding of the antecedents of teacher-targeted bullying Abstract PDF
Corene de Wet 11 pages
The relationship between assessment and preparing BEd undergraduate students for the South African school context Abstract PDF
Nicole Imbrailo, Karen Steenekamp 12 pages
A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana Abstract PDF
Felicia Elinam Dzamesi, Judy van Heerden 11 pages
Pre-service teachers’ pedagogical development through the peer observation professional development programme Abstract PDF
Luis Miguel Dos Santos 12 pages
School-based supervision enhances the professional development of teachers Abstract PDF
Victor C Ngwenya 10 pages
The effect of the successful intelligence interactive module on Universiti Utara Malaysia students’ analytical, creative and practical thinking skills Abstract PDF
Nurulwahida Azid, Ruzlan Md-Ali 11 pages
Guidelines for Contributors Abstract PDF
Ronél Ferreira

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