Table of Contents
Articles
| Do words matter: Investigating the association between linguistic features of accounting examinations and marks |
Abstract
PDF
|
|
Juan Mendelsohn Ontong |
8 pages |
| Analysis of the implementation of education democracy in Indonesia (regulations, models, problems, and future prospects) |
Abstract
PDF
|
|
Sembodo Ardi Widodo |
10 pages |
| Do textbooks reflect learners’ diversity? A case study of Grade 4 English and life skills textbooks |
Abstract
PDF
|
|
Lucy Sibanda, Tracey Herman |
10 pages |
| Establishing reliability and construct validity for the revised Emotional Social Screening Tool for School Readiness (E3SR-R) |
Abstract
PDF
|
|
Lauren Koopman, Erica Munnik, Emma Wagener, Mario Smith |
11 pages |
| Strategies employed by education managers in managing and resolving conflicts in the Bulawayo Metropolitan province schools, Zimbabwe |
Abstract
PDF
|
|
Victor C Ngwenya |
11 pages |
| Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools |
Abstract
PDF
|
|
Sindiswa S Zondo, Vusi S Mncube |
10 pages |
| Primary school principals’ experiences of the implementation of educational policy change |
Abstract
PDF
|
|
Goodness Tshabalala, Maitumeleng Nthontho |
8 pages |
| The expectations of parents of secondary school students about leadership of school principals |
Abstract
PDF
|
|
Mesut Demirbilek |
14 pages |
| Leadership and context for the improvement of quality education in socio-deprived school contexts |
Abstract
PDF
|
|
Jan Heystek, Melese Shula |
14 pages |
| Developing quality schools: A content analysis of principals’ practices, stressors, and support factors |
Abstract
PDF
|
|
Innocent Kwame Bedi, Hasso Kukemelk, Emanuele Bardone |
13 pages |
| Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa |
Abstract
PDF
|
|
Dayce Makakole Chuene, Florah Moleko Teane |
10 pages |
| The effect of distance education practices during the COVID-19 pandemic on mathematics and geometry teaching |
Abstract
PDF
|
|
Zeynep Yıldız |
13 pages |
| Instructional time as social time: Teachers’ curriculum literacy and expertise in teaching mathematics |
Abstract
PDF
|
|
Mzamani Jully Mdaka, Maropeng Modiba |
8 pages |
| A national survey on the peritraumatic effects of the COVID-19 pandemic on South African teachers: A cross-sectional study |
Abstract
PDF
|
|
Simangele Mayisela, Tshepo Tlali, Sibusiso Mkwananzi, Phindile Mayaba |
17 pages |
| Strategies to support rural-based schools in teaching and learning during COVID-19: The case of the Maune circuit in the Capricorn North district |
Abstract
PDF
|
|
Masilo Lucas Mangena, Khashane Stephen Malatji |
8 pages |
| The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe |
Abstract
PDF
|
|
N. Dube, P. Higgs |
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
