Table of Contents
Call for Papers
| Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools |
Abstract
PDF
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|
Macalane Junel Malindi, Johnnie Hay |
2 pages |
| Inclusion of young children with autism spectrum disorder during the COVID-19 lockdowns |
Abstract
PDF
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|
Jabulile Mzimela |
11 pages |
| Against the tide: Provision of psycho-social support to orphans in a rural primary school in Lesotho |
Abstract
PDF
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|
Bokang D. Konyana, Retselisitsoe Matheolane |
11 pages |
| COVID-19 impact on support services in South African full-service schools: Views of support structures |
Abstract
PDF
|
|
Thabo Makhalemele, Pateka Pamella Jama |
12 pages |
| Changing pedagogy in rural secondary schools through the technology, pedagogy, content, and spaces (TPeCS) knowledge framework |
Abstract
PDF
|
|
Lindiwe C. Mthethwa |
12 pages |
| The effect of the COVID-19 pandemic on higher education institutions in South Africa: Resilience of academics |
Abstract
PDF
|
|
Raj Mestry |
10 pages |
| A worldwide review of the impact of COVID-19 disruptions on learner development and resilience |
Abstract
PDF
|
|
Macalane Junel Malindi, Johnnie Hay |
12 pages |
| Cognitive coping strategies that supported teacher resilience during the COVID-19 pandemic |
Abstract
PDF
|
|
Elisma Williams, Ronél Ferreira, Tanita Botha |
16 pages |
| Psychosocial experiences of Foundation Phase teachers in South Africa during the COVID-19 pandemic |
Abstract
PDF
|
|
Jayshree Thilakdhari, Visvaranie Jairam |
18 pages |
| Guidelines for Contributors |
Abstract
PDF
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|
Ronél Ferreira |
|
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unless otherwise stated.
SA Journal of Education is hosted at the University of Pretoria,
Faculty
of Education
