Results 1 - 20 of 58 for All Library Resources
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| Result Number | Material Type | Add to My Shelf Action | Record Details and Options |
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"Only What's Right": Normalising Children's Gender Discourses in Kindergarten (the Case of Montenegro)Education as change, 2023-01, Vol.27, p.1-23 [Peer Reviewed Journal]This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. ;ISSN: 1682-3206 ;ISSN: 1947-9417 ;EISSN: 1947-9417 ;DOI: 10.25159/1947-9417/11504Digital Resources/Online E-Resources |
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Middle schoolers’ book selection and reasons for discontinuing readingSouth African journal of education, 2023-05, Vol.43 (2), p.1-13 [Peer Reviewed Journal]COPYRIGHT 2023 Sabinet Online ;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.v43n2a2076Full text available |
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Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schoolsSouth African journal of education, 2019-08, Vol.39 (3), 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/saje.v39n3a1528Full text available |
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Sign language education in pre-school: Prospective pre-school teachers’ views about the Turkish sign language courseSouth African journal of education, 2023-05, Vol.43 (2), p.1-11 [Peer Reviewed Journal]COPYRIGHT 2023 Sabinet Online ;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.v43n2a2179Full text available |
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A Taxi Ride to Critical Literacy: High School Students as Co-Researchers and Text AnalystsEducation as change, 2022-01, Vol.26 (1), p.1-23 [Peer Reviewed Journal]This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. ;ISSN: 1682-3206 ;ISSN: 1947-9417 ;EISSN: 1947-9417 ;DOI: 10.25159/1947-9417/10134Digital Resources/Online E-Resources |
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Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessonsSouth 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 ;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.v13i1.1184Full text available |
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Female gender representation in selected South African magazinesReading & Writing, 2022, Vol.13 (1), p.1-9 [Peer Reviewed Journal]COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2079-8245 ;ISSN: 2308-1422 ;EISSN: 2308-1422 ;DOI: 10.4102/rw.v13i1.385Full text available |
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Implementing Multilingual Teacher Education: Reflections on the University of Fort Hare's Bi/Multilingual Bachelor of Education Degree ProgrammeEducation as change, 2022, Vol.26 (1), p.1-21 [Peer Reviewed Journal]This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. ;ISSN: 1682-3206 ;ISSN: 1947-9417 ;EISSN: 1947-9417 ;DOI: 10.25159/1947-9417/11270Digital Resources/Online E-Resources |
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Decoloniality and "Model C" Schools: Ethos, Language and the Protests of 2016Education as change, 2017, Vol.21 (3), p.1-21 [Peer Reviewed Journal]This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. ;ISSN: 1947-9417 ;ISSN: 1682-3206 ;EISSN: 1947-9417 ;DOI: 10.17159/1947-9417/2017/2332Full text available |
| 10 |
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Perceptions about the use of language in physical science classrooms : a discourse analysisSouth African journal of education, 2021-02, Vol.41 (1), p.1-11 [Peer Reviewed Journal]COPYRIGHT 2021 Sabinet Online ;Copyright Education Association of South Africa Feb 2021 ;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.v41n1a1781Full text available |
| 11 |
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Complexities of translating mathematics tasks from English to learners’ home languagesPythagoras (Pretoria, South Africa), 2022, Vol.43 (1), p.1-6 [Peer Reviewed Journal]COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 1012-2346 ;ISSN: 2223-7895 ;EISSN: 2223-7895 ;DOI: 10.4102/pythagoras.v43i1.560Full text available |
| 12 |
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Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape schoolSouth 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.v40n2a1455Full text available |
| 13 |
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Children’s Social Representations of English Teaching and Learning: A Study in Medellín, ColombiaPROFILE issues in teachers' professional development, 2022-01, Vol.24 (1), p.97-113 [Peer Reviewed Journal]2021. 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. ;2022. 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. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v24n1.93408Full text available |
| 14 |
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A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental CollaborationPROFILE issues in teachers' professional development, 2021-01, Vol.23 (1), p.181-196 [Peer Reviewed Journal]This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v23n1.85326Full text available |
| 15 |
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Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused ApproachPROFILE issues in teachers' professional development, 2020-07, Vol.22 (2), p.115-130 [Peer Reviewed Journal]2020. This work is published under http://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. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v22n2.81152Full text available |
| 16 |
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Language and multilingualism in the teaching and learning of mathematics in South Africa: A review of literature in Pythagoras from 1994 to 2021Pythagoras (Pretoria, South Africa), 2022, Vol.43 (1), p.1-11 [Peer Reviewed Journal]COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2022. 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: 1012-2346 ;ISSN: 2223-7895 ;EISSN: 2223-7895 ;DOI: 10.4102/pythagoras.v43i1.669Full text available |
| 17 |
Material Type: Article
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Learners’ reading between the signs in the English second language classroomReading & Writing, 2022, Vol.13 (1), p.1-10 [Peer Reviewed Journal]COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2022. 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: 2079-8245 ;ISSN: 2308-1422 ;EISSN: 2308-1422 ;DOI: 10.4102/rw.v13i1.328Full text available |
| 18 |
Material Type: Article
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Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheetsSouth African journal of childhood education, 2022, Vol.12 (1), p.1-10 [Peer Reviewed Journal]COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2022. 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.v12i1.1015Full text available |
| 19 |
Material Type: Article
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Prospective early childhood teachers’ difficulties in analysing children’s ideas about the natural and social environmentSouth African journal of education, 2019-05, Vol.39 (2), p.1-10 [Peer Reviewed Journal]Copyright Education Association of South Africa 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.v39n2a1608Full text available |
| 20 |
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University Students’ Attitudes Towards EFL: A Case From the South of ChilePROFILE issues in teachers' professional development, 2020-01, Vol.22 (1), p.43-56 [Peer Reviewed Journal]2020. This work is published under http://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. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;ISSN: 1657-0790 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v22n1.75401Full text available |
Results 1 - 20 of 58 for All Library Resources
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