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Challenges experienced by learners with visual impairments in South African township mainstream primary schools
Challenges experienced by learners with visual impairments in South African township mainstream primary schools
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Challenges experienced by learners with visual impairments in South African township mainstream primary schools

South African journal of education, 2019-08, Vol.39 (3), p.1-6 [Peer Reviewed Journal]

Copyright Education Association of South Africa Aug 2019 ;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.v39n3a1615

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2
Cultural implications for learners’ effectiveness as governors of schools in rural South Africa
Cultural implications for learners’ effectiveness as governors of schools in rural South Africa
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Cultural implications for learners’ effectiveness as governors of schools in rural South Africa

South African journal of education, 2020-08, Vol.40 (3), p.1-8 [Peer Reviewed Journal]

COPYRIGHT 2020 Sabinet Online ;Copyright Education Association of South Africa Aug 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.v40n3a1655

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3
South African public school teachers’ views on right to discipline learners
South African public school teachers’ views on right to discipline learners
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South African public school teachers’ views on right to discipline learners

South African journal of education, 2018-05, Vol.38 (2), p.1-7 [Peer Reviewed Journal]

Copyright Education Association of South Africa 2018 ;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.v38n2a1448

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4
Homework in the Foundation Phase : perceptions of principals of eight public primary schools in Johannesburg
Homework in the Foundation Phase : perceptions of principals of eight public primary schools in Johannesburg
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Homework in the Foundation Phase : perceptions of principals of eight public primary schools in Johannesburg

South African journal of education, 2018-05, Vol.38 (2), p.1-12 [Peer Reviewed Journal]

Copyright Education Association of South Africa 2018 ;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.v38n2a1461

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5
Family literacy programmes in South Africa : should we take note?
Family literacy programmes in South Africa : should we take note?
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Family literacy programmes in South Africa : should we take note?

South African Journal of Childhood Education (SAJCE), 2020, Vol.10 (1), p.1-9 [Peer Reviewed Journal]

COPYRIGHT 2020 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2020. 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.v10i1.819

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6
Absent fathers’ socio-economic status and perceptions of fatherhood as related to developmental challenges faced by children in South Africa
Absent fathers’ socio-economic status and perceptions of fatherhood as related to developmental challenges faced by children in South Africa
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Absent fathers’ socio-economic status and perceptions of fatherhood as related to developmental challenges faced by children in South Africa

South African journal of childhood education, 2018, Vol.8 (1), p.1-7 [Peer Reviewed Journal]

2018. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. 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.V8i1.522

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7
Mothers' reflections on the role of the educational psychologist in supporting their children with attention deficit hyperactivity disorder
Mothers' reflections on the role of the educational psychologist in supporting their children with attention deficit hyperactivity disorder
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Mothers' reflections on the role of the educational psychologist in supporting their children with attention deficit hyperactivity disorder

South African journal of education, 2015-02, Vol.35 (1), p.1-9 [Peer Reviewed Journal]

This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/201503070010

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8
Improving school governance through participative democracy and the law
Improving school governance through participative democracy and the law
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Improving school governance through participative democracy and the law

South African journal of education, 2011, Vol.31 (1), p.55-73 [Peer Reviewed Journal]

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.v31n1a415

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9
'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project
'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project
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'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

South African journal of education, 2014-06, Vol.34 (2), p.1-15 [Peer Reviewed Journal]

This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/201412071147

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10
Negotiated Identities: Dynamics in Parents' Participation in School Governance in Rural Eastern Cape Schools and Implication for School Leadership
Negotiated Identities: Dynamics in Parents' Participation in School Governance in Rural Eastern Cape Schools and Implication for School Leadership
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Negotiated Identities: Dynamics in Parents' Participation in School Governance in Rural Eastern Cape Schools and Implication for School Leadership

South African journal of education, 2008-08, Vol.28 (3), p.431-450 [Peer Reviewed Journal]

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.v28n3a122

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