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Tokenism and barriers to genuine learner participation in school governance in one progressive South African girls’ high schoolSouth African journal of education, 2022-11, Vol.42 (4), p.1-10 [Peer Reviewed Journal]Copyright Education Association of South Africa Nov 2022 ;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.v42n4a2115Full text available |
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Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learningSouth African journal of education, 2022-11, Vol.42 (4), p.1-12 [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.v42n4a2101Full text available |
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Material Type: Article
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History education and changing epistemic beliefs about history: An intervention in initial teacher trainingSouth African journal of education, 2022-08, Vol.42 (3), p.1-11 [Peer Reviewed Journal]COPYRIGHT 2022 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.v42n3a2086Full text available |
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Material Type: Article
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Motivation to teach as a predictor of resilience and appreciation: An examination in terms of the self-determination theorySouth 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.v43n2a2083Full text available |
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Material Type: Article
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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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Material Type: Article
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Identity formation of non-native English-speaking teachers and prospective teachers through perceptions towards native-speakerism: the Turkish Cypriot storySouth African journal of education, 2022-02, Vol.42 (1), p.1-9 [Peer Reviewed Journal]COPYRIGHT 2022 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.v42n1a1941Full text available |
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Material Type: Article
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Effective mentoring: Understanding factors affecting the holistic development of pre-service teachers during teaching practiceSouth African journal of education, 2022-11, Vol.42 (4), p.1-10 [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.v42n4a2062Full text available |
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Material Type: Article
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A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure educationSouth African journal of education, 2022-08, Vol.42 (3), p.1-12 [Peer Reviewed Journal]COPYRIGHT 2022 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.v42n3a2061Full text available |
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9 |
Material Type: Article
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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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10 |
Material Type: Article
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“I thought I was going to pass”: Learners’ experiences of grade retentionSouth African journal of education, 2022-08, Vol.42 (3), p.1-10 [Peer Reviewed Journal]COPYRIGHT 2022 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.v42n3a2054Full text available |
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11 |
Material Type: Article
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Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in TurkeySouth African journal of education, 2022-08, Vol.42 (3), p.1-9 [Peer Reviewed Journal]COPYRIGHT 2022 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.v42n3a2103Full text available |
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Material Type: Article
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The effects of the attributional style on the mathematics performance of senior secondary school studentsSouth African journal of education, 2022-08, Vol.42 (3), p.1-17 [Peer Reviewed Journal]COPYRIGHT 2022 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.v42n3a2113Full text available |
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Material Type: Article
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"Translanguaging" as a Socially Just PedagogyEducation as change, 2017, Vol.21 (2), p.126-148 [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: 10.17159/1947-9417/2017/2015Full text available |
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Material Type: Article
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Decolonising higher education in Africa : arriving at a glocal solutionSouth African journal of education, 2018-11, Vol.38 (4), p.1-9 [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.v38n4a1636Full text available |
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Material Type: Article
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Students’ perceptions and readiness towards mobile learning in colleges of education : a Nigerian perspectiveSouth African journal of education, 2017-02, Vol.37 (1), p.1-12 [Peer Reviewed Journal]Copyright Education Association of South Africa 2017 ;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.v37n1a1282Full text available |
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16 |
Material Type: Article
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Learners’ perspectives on school safety in JohannesburgSouth African journal of education, 2022-02, Vol.42 (1), p.1-9 [Peer Reviewed Journal]COPYRIGHT 2022 Sabinet Online ;Copyright Education Association of South Africa Feb 2022 ;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.v42n1a1936Full text available |
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17 |
Material Type: Article
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Boys and bullying in primary school : young masculinities and the negotiation of powerSouth African journal of education, 2021-02, Vol.41 (1), p.1-8 [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.v41n1a1858Full text available |
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Material Type: Article
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Irrational beliefs and stress levels: Evidence among orphaned students in Kenyan secondary schoolsSouth African journal of education, 2021-12, Vol.41 (Supplement 2), p.S1-S11 [Peer Reviewed Journal]Copyright Education Association of South Africa Dec 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.v41ns2a1996Full text available |
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19 |
Material Type: Article
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Instructional curriculum based on cooperative learning related to the structure of matter and its properties : learning achievement, motivation and attitudeSouth African journal of education, 2019-08, Vol.39 (3), p.1-14 [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.v39n3a1602Full text available |
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Material Type: Article
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Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?PROFILE issues in teachers' professional development, 2022-07, Vol.24 (2), p.117-131 [Peer Reviewed Journal]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.v24n2.95186Full text available |