The assessment of undergraduate final year projects : a study of academic professional judgment by Shay, Suellen

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The transition of Public Adult Learning Centres (PALCs) to Community Education and Training Colleges (CETCs): Perspectives and experiences of a selection of management and lecturer... by Mginywa, Nondumiso

“…The study concludes that centralization of governance has had negative consequences for the management and lecturers represented in the sample and seems to be at odds with the ethos of institutional autonomy that usually characterises higher education. At the same time, the transition has presented opportunities for the CETCs to collaborate with different organisations to create skills development opportunities for their constituencies, especially for the increasing number of younger students in the CLCs. …”
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Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study by Coombes, Mary

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Tacit knowledge in craft pedagogy: a sociological analysis by Gamble, Jeanne

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Waiting to learn : an analysis of instruction in four preschool settings in poor contexts by Jowell, Justin

“…This study, based within a sociology of education framework, poses the question: How is pedagogy constituted and how does it vary across four different preschools situated in working class areas? …”
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An investigation into the experiences of some teachers in teaching about, and in the context of, HIV/AIDS by Adonis, Bernice

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A study of factors that enable the development of sustainable FET college entrepreneur development partnerships by Taylor, Vanessa

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Practical science process skills in physics, with special reference to test item assessment and classification by Inal, Aydin

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Replicating a habitus: transplanting capital, habitus and doxa in a school start-up by Shaw, Garth

“…One response to this dilemma, by the Western Cape Education Department, was to establish a school seeking to produce ‘quality’ education, but focused on the needs of poorer learners. …”
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Radical visible pedagogy and specializing the everyday by Joubert, Leandri

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The out of school literacy practices and semiotic resources of two grade 4 boys who excel at creative writing by Abdulla, Nabila

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An analysis of how knowledge is differentiated in a vocationally based curriculum for a new profession by Halliday, Linda

“…Acknowledging the socio-epistemic nature of knowledge, this study focuses on the epistemic, exploring different types of knowledge in a vocationally based higher education setting. Working within the recontextualising field of Bernstein’s (2000) Pedagogic Device, the study explores types of knowledge and the organising principles that constitute knowledge practices within a South African vocational educational setting. …”
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Contest and co-option : the struggle for schooling in the African independent churches of the Cape Colony by Paterson, Andrew Neil Macleod

“…Moreover, in this crucial period, schooling in the Cape Colony was being segregated as the principal element in a programme introduced by the Education Department to curtail spending on black education and to boost subsidies to white education. …”
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The imagined learner in neoliberal times :constructions of the South African learning subject in education policy discourse and school practice by Silbert, Patricia

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An evaluation of a pilot community-based, interdisciplinary, primary health care teaching programme for health sciences students by Alperstein, Melanie

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Socio-Cultural factors that influence the ways B-Tech students think about referencing and related concepts as a literacy practice by Mbutho, Nozuko Princess

“…The main reason for looking at these socio-educational and cultural factors is related to the South African diverse cultural and educational context. …”
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Learning to resist: exploring habitus (trans)formation of critical teacher-activists before 1994 by Visagie, Ashley

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Using semiotic resources to teach and assess scientific concepts in a bilingual Namibian primary school: A socio-cultural discourse analysis by Set, Beatha Ndahafa

“…I will therefore argue that the prevailing monoglossic orientations to the current Namibian education system is a major contributing factor preventing Namibia to realise its' educational goals of access, quality, equity, and social justice. …”
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Social class, pedagogy and the specialization of voice in four South African primary schools by Hoadley, Ursula Kate

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Enfranchised Africans and disfranchising legislations : an analysis of the educated landowners of Queenstown as an African middle class, c.1872-1909. by Visser, Beaurel

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