Vol 41, No 4 (2021)

Table of Contents


Table of Contents Abstract PDF
Ronél Ferreira
Changing literacy outcomes in South Africa: Are home-school partnerships the missing link? Abstract PDF
Sarlina G le Roux 9 pages
Development of an instrument to assess early number concept development in four South African languages Abstract PDF
Elizabeth Henning, Lars Balzer, Antje Ehlert, Annemarie Fritz 12 pages
Foundation Phase teachers’ experiences of teaching the subject, coding, in selected Western Cape schools Abstract PDF
Cindy Jean Geldenhuys, Aslam Fataar 9 pages
Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach Abstract PDF
Marinda Neethling, Mirna Nel 12 pages
Applicability of two standard setting methods for enhancing the reporting of assessment results within the South African education context Abstract PDF
Qetelo Moloi, Anil Kanjee 9 pages
“You detain yourself if you detain children”: Educators’ perceptions of detention as an alternative to corporal punishment Abstract PDF
Simangele Mayisela 11 pages
Primary school pre-service teachers’ solutions to pattern problem-solving tasks based on three components of creativity Abstract PDF
Ifunanya J.A. Ubah, Ugorji I. Ogbonnaya 10 pages
The level of difficulty and discrimination power of the items of the National Senior Certificate Mathematics Examination Abstract PDF
Nombuso P. Zondo, Temesgen Zewotir, Delia E. North 13 pages
South African teachers’ experiences of continuous professional teacher development: Connections and disconnections Abstract PDF
Lorna Van der Merwe-Muller, Nazreen Dasoo 10 pages
Admission policies as enablers and disablers of children’s rights to basic education: Stakeholders’ perceptions Abstract PDF
Gladys Mankoana Sibanda, Johan L Beckmann 19 pages
Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit? Abstract PDF
Charity N. Onyishi, Maximus M. Sefotho 15 pages
Natural sciences teachers’ continuous professional development through a Community of Practice Abstract PDF
Christa Joline Philander, Marie-Louise Botha 11 pages
Re-imaging support for beginner teachers in relation to initial teacher education policy in South Africa Abstract PDF
Dorothy E. Esau, Rouaan Maarman 8 pages
Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey Abstract PDF
İsmet Ergin, Füsun Kaplan, Ayşe Korkmaz 12 pages
Inclusion of learners’ views in safety and security matters at schools Abstract PDF
Layane Thomas Mabasa 9 pages
Factors influencing teachers’ level of digital citizenship in underdeveloped regions of China Abstract PDF
Yunyun Liu, Qidong Liu 17 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