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1
“The past is a foreign country”? Acculturation theory and the anthropology of globalization
“The past is a foreign country”? Acculturation theory and the anthropology of globalization
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“The past is a foreign country”? Acculturation theory and the anthropology of globalization

Etnográfica (Oeiras, Portugal), 2011, Vol.15 (2), p.313-336 [Peer Reviewed Journal]

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. ;ISSN: 0873-6561 ;EISSN: 2182-2891 ;DOI: 10.4000/etnografica.952

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2
The Role of Foreign Banks in Emerging Countries. The Case of Argentina, 1993-2000
The Role of Foreign Banks in Emerging Countries. The Case of Argentina, 1993-2000
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The Role of Foreign Banks in Emerging Countries. The Case of Argentina, 1993-2000

Investigación económica, 2006-01, Vol.65 (255), p.15-60 [Peer Reviewed Journal]

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;ISSN: 0185-1667 ;EISSN: 2594-2360

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3
Emotions as Learning Enhancers of Foreign Language Learning Motivation
Emotions as Learning Enhancers of Foreign Language Learning Motivation
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Emotions as Learning Enhancers of Foreign Language Learning Motivation

PROFILE issues in teachers' professional development, 2013-04, Vol.15 (1), p.109-124 [Peer Reviewed Journal]

Copyright Universidad Nacional de Colombia 2013 ;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

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4
The nature, causes and effects of school violence in South African high schools
The nature, causes and effects of school violence in South African high schools
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The nature, causes and effects of school violence in South African high schools

South African journal of education, 2013-08, Vol.33 (3), 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: 10.15700/201503070802

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5
Understanding and addressing homophobia in schools : a view from teachers
Understanding and addressing homophobia in schools : a view from teachers
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Understanding and addressing homophobia in schools : a view from teachers

South African journal of education, 2012, Vol.32 (3), p.307-318 [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.v32n3a659

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6
Preparing new principals in South Africa : the ACE : School Leadership Programme
Preparing new principals in South Africa : the ACE : School Leadership Programme
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Preparing new principals in South Africa : the ACE : School Leadership Programme

South African journal of education, 2011, Vol.31 (1), p.31-43 [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.v31n1a356

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7
Callings, work role fit, psychological meaningfulness and work engagement among teachers in Zambia
Callings, work role fit, psychological meaningfulness and work engagement among teachers in Zambia
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Callings, work role fit, psychological meaningfulness and work engagement among teachers in Zambia

South African journal of education, 2013, Vol.33 (2), p.1-16 [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.v33n2a699

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8
Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa
Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa
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Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa

South African journal of education, 2013-08, Vol.33 (3), p.1-18 [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: 10.15700/201503070804

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9
Making a case for the teaching of reading across the curriculum in higher education
Making a case for the teaching of reading across the curriculum in higher education
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Making a case for the teaching of reading across the curriculum in higher education

South African journal of education, 2012, Vol.32 (2), p.205-214 [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.v32n2a557

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10
A case study of continuing teacher professional development through lesson study in South Africa
A case study of continuing teacher professional development through lesson study in South Africa
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A case study of continuing teacher professional development through lesson study in South Africa

South African journal of education, 2010, Vol.30 (1), p.59-74 [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.v30n1a320

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11
PALAR as a methodology for community engagement by faculties of education
PALAR as a methodology for community engagement by faculties of education
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PALAR as a methodology for community engagement by faculties of education

South African journal of education, 2013, Vol.33 (4), 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: 10.15700/201412171322

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12
Lexical inferencing : perceptions and actual behaviours of Turkish English as a Foreign Language Learners' handling of unknown vocabulary
Lexical inferencing : perceptions and actual behaviours of Turkish English as a Foreign Language Learners' handling of unknown vocabulary
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Lexical inferencing : perceptions and actual behaviours of Turkish English as a Foreign Language Learners' handling of unknown vocabulary

South African journal of education, 2013-08, Vol.33 (3), p.1-17 [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: 10.15700/201503070750

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13
The effect of technology on learner attention and achievement in the classroom
The effect of technology on learner attention and achievement in the classroom
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The effect of technology on learner attention and achievement in the classroom

South African journal of education, 2013, Vol.33 (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/saje.v33n2a405

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14
Getting the Picture and Changing the Picture: Visual Methodologies and Educational Research in South Africa
Getting the Picture and Changing the Picture: Visual Methodologies and Educational Research in South Africa
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Getting the Picture and Changing the Picture: Visual Methodologies and Educational Research in South Africa

South African journal of education, 2008-08, Vol.28 (3), p.365-383 [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.v28n3a180

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15
Access to mathematics versus access to the language of power : the struggle in multilingual mathematics classrooms
Access to mathematics versus access to the language of power : the struggle in multilingual mathematics classrooms
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Access to mathematics versus access to the language of power : the struggle in multilingual mathematics classrooms

South African journal of education, 2008-02, Vol.28 (1), p.103-116 [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

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16
The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca
The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca
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The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca

PROFILE issues in teachers' professional development, 2012-04, Vol.14 (1), p.159-172 [Peer Reviewed Journal]

Copyright Universidad Nacional de Colombia 2012 ;This work is licensed under a Creative Commons Attribution 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: 2256-5760 ;ISSN: 1657-0790 ;EISSN: 1657-0790

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17
The potential use of mobile technology : enhancing accessibility and communication in a blended learning course
The potential use of mobile technology : enhancing accessibility and communication in a blended learning course
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The potential use of mobile technology : enhancing accessibility and communication in a blended learning course

South African journal of education, 2013-02, Vol.33 (1), p.1-18 [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.v33n1a629

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18
The influence of township schools on the resilience of their learners
The influence of township schools on the resilience of their learners
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The influence of township schools on the resilience of their learners

South African journal of education, 2011, Vol.31 (1), p.114-126 [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.v31n1a408

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19
Cooperação Sul-Sul e Trabalho Decente: Boas Práticas
Cooperação Sul-Sul e Trabalho Decente: Boas Práticas
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Cooperação Sul-Sul e Trabalho Decente: Boas Práticas

ISBN: 9228277122 ;ISBN: 9789228277128 ;EISBN: 9228277130 ;EISBN: 9789228277135 ;OCLC: 862612127

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20
The relationship between the critical thinking skills and the academic language proficiency of prospective teachers
The relationship between the critical thinking skills and the academic language proficiency of prospective teachers
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Article 		Add to My Research

The relationship between the critical thinking skills and the academic language proficiency of prospective teachers

South African journal of education, 2013, Vol.33 (2), p.1-17 [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.v33n2a639

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