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1
Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices
Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices
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Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices

Perspectives in education, 2023-06, Vol.41 (2), p.62-76 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2023 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v41i2.7151

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2
Perspectives of Primary Teachers, Students, and Parents on Homework
Perspectives of Primary Teachers, Students, and Parents on Homework
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Perspectives of Primary Teachers, Students, and Parents on Homework

Education research international, 2023-01, Vol.2023, p.1-12 [Peer Reviewed Journal]

Copyright © 2023 Lirika Bërdynaj Syla. ;Copyright © 2023 Lirika Bërdynaj Syla. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0 ;ISSN: 2090-4002 ;EISSN: 2090-4010 ;DOI: 10.1155/2023/7669108

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3
Educators' experiences of teaching learners with hearing loss in inclusive classrooms
Educators' experiences of teaching learners with hearing loss in inclusive classrooms
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Educators' experiences of teaching learners with hearing loss in inclusive classrooms

South African journal of childhood education, 2024, Vol.14 (1), p.1-13 [Peer Reviewed Journal]

COPYRIGHT 2024 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2024. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2223-7674 ;ISSN: 2223-7682 ;EISSN: 2223-7682 ;DOI: 10.4102/sajce.v14i1.1358

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4
Exploring collaborative strategies used by school management teams to sustain parental involvement in Xhariep District schools
Exploring collaborative strategies used by school management teams to sustain parental involvement in Xhariep District schools
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Exploring collaborative strategies used by school management teams to sustain parental involvement in Xhariep District schools

Perspectives in education, 2023, Vol.41 (4), p.194-207 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2023 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v41i4.7102

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5
Establishing a baseline of science communication skills in an undergraduate environmental science course
Establishing a baseline of science communication skills in an undergraduate environmental science course
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Establishing a baseline of science communication skills in an undergraduate environmental science course

International journal of STEM education, 2021-07, Vol.8 (1), p.47-47, Article 47 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-021-00304-0 ;PMID: 34316435

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6
Have Teachers’ Perceptions of Parental Engagement Changed Following COVID-19? Evidence from a Mixed-Methods Longitudinal Case Study
Have Teachers’ Perceptions of Parental Engagement Changed Following COVID-19? Evidence from a Mixed-Methods Longitudinal Case Study
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Have Teachers’ Perceptions of Parental Engagement Changed Following COVID-19? Evidence from a Mixed-Methods Longitudinal Case Study

Education sciences, 2023-07, Vol.13 (7), p.750 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13070750

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7
Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement
Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement
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Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement

Education sciences, 2023-01, Vol.13 (1), p.42 [Peer Reviewed Journal]

COPYRIGHT 2022 MDPI AG ;2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13010042

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8
Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement
Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement
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Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement

Education sciences, 2023-08, Vol.13 (8), p.804 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13080804

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9
Parent Chats in Education System: During and after the Pandemic Outbreak
Parent Chats in Education System: During and after the Pandemic Outbreak
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Parent Chats in Education System: During and after the Pandemic Outbreak

Education sciences, 2023-07, Vol.13 (8), p.778 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13080778

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10
The voice of a group of teachers in full-service schools in South Africa
The voice of a group of teachers in full-service schools in South Africa
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The voice of a group of teachers in full-service schools in South Africa

African Journal of Disability, 2024, Vol.13 (4), p.1134-1134 [Peer Reviewed Journal]

2024. The Authors. ;COPYRIGHT 2024 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2024. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2024. The Authors 2024 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2223-9170 ;ISSN: 2226-7220 ;EISSN: 2226-7220 ;DOI: 10.4102/AJOD.V13I0.1134 ;PMID: 38445075

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11
An Overnight Educational Transformation: How did the Pandemic Turn Early Childhood Education Upside Down?
An Overnight Educational Transformation: How did the Pandemic Turn Early Childhood Education Upside Down?
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An Overnight Educational Transformation: How did the Pandemic Turn Early Childhood Education Upside Down?

Online learning (Newburyport, Mass.), 2022-06, Vol.26 (2), p.52 [Peer Reviewed Journal]

COPYRIGHT 2022 Online Learning Consortium ;ISSN: 2472-5749 ;ISSN: 2472-5730 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v26i2.2748

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12
Discourse in curriculum policy enactment: a focus on leadership practices
Discourse in curriculum policy enactment: a focus on leadership practices
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Discourse in curriculum policy enactment: a focus on leadership practices

Perspectives in education, 2022-12, Vol.40 (4), p.262-275 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2022 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v40i4.6003

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13
Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school
Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school
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Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school

Perspectives in education, 2022-12, Vol.40 (4), p.245-261 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2022 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v40i4.6635

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14
Editorial
Editorial
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Editorial

The international journal of emotional education, 2020-11, Vol.12 (2), p.1-7 [Peer Reviewed Journal]

2020. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 2073-7629

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15
Improving survey response rates from parents in school-based research using a multi-level approach
Improving survey response rates from parents in school-based research using a multi-level approach
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Improving survey response rates from parents in school-based research using a multi-level approach

PloS one, 2015-05, Vol.10 (5), p.e0126950-e0126950 [Peer Reviewed Journal]

COPYRIGHT 2015 Public Library of Science ;COPYRIGHT 2015 Public Library of Science ;2015 Schilpzand et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2015 Schilpzand et al 2015 Schilpzand et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0126950 ;PMID: 25961851

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16
Teachers’ Perceptions Regarding School Parents’ Online Groups
Teachers’ Perceptions Regarding School Parents’ Online Groups
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Teachers’ Perceptions Regarding School Parents’ Online Groups

Education sciences, 2023-01, Vol.13 (1), p.60 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13010060

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17
Child-Centred Teaching: Helping Each Child to Reach Their Full Potential
Child-Centred Teaching: Helping Each Child to Reach Their Full Potential
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Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

Education sciences, 2021-06, Vol.11 (6), p.280 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11060280

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18
Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies
Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies
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Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies

South African journal of childhood education, 2023, Vol.13 (1), p.1-11 [Peer Reviewed Journal]

COPYRIGHT 2023 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2023. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2223-7674 ;ISSN: 2223-7682 ;EISSN: 2223-7682 ;DOI: 10.4102/sajce.v13i1.991

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19
Parental involvement in the case of primary school children with autism during COVID-19
Parental involvement in the case of primary school children with autism during COVID-19
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Parental involvement in the case of primary school children with autism during COVID-19

South African journal of childhood education, 2023, Vol.13 (1), p.1-10 [Peer Reviewed Journal]

COPYRIGHT 2023 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2023. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2223-7674 ;ISSN: 2223-7682 ;EISSN: 2223-7682 ;DOI: 10.4102/sajce.v13i1.1296

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20
Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school
Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school
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Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school

South African journal of education, 2020-05, Vol.40 (2), p.1-9 [Peer Reviewed Journal]

COPYRIGHT 2020 Sabinet Online ;Copyright Education Association of South Africa May 2020 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v40n2a1455

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