The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia by Butler, Mollie

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Emotional regulatory strategies of academic staff at a research intensive university in the South Africa

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Adolescents in special schools' perceptions of their learning disabilities by Kuffner, Bianca

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Bystanders' experiences of school bullying following a self-debasing cognitive distortion restructuring intervention

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Utilising participatory reflection and action to develop a postgraduate qualification in visual impairment studies

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The journey of a female Mathematics teacher in constructing her beginner teacher identity

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Caregivers' perceptions of adolescent resilience-promoting strategies

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Perspectives of social workers regarding supervision in the department of Social Development, Johannesburg

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Implementation enablers and constraints of a school based intervention in a rural context

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Factors influencing grade 1 school placement and subsequent changes in school placement of learners with cochlear implants by Bardien, Faeza

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Empowering parents for homework support

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'n Ondersoek na kinders van 'n kinderhuis se ervaring van hulle sosiale insluiting in 'n plaaslike hoofstroomskool by Marais, Charlotte

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Family functioning in families affected by substance abuse

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Development of a curriculum framework to facilitate critical thinking skills of undergraduate students in developing countries : a multi-method study of a Ghanaian nursing educatio... by Boso, Christian Makafui

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Student experiences of academic counselling services in public universities in Ghana

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Accountability in school governance in Egypt by Baraka, Nadeen

“…The educational system in Egypt is struggling in between challenges and reforms. …”
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Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudie by Williams, Anna J. M.

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Essays on Intergenerational Mobility in Africa

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Mediated activity and the role of technology in peer-to-peer learning at the University of Fort Hare by Olivier, Joy

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A whole brain® action research approach to the development of a beginner teacher self-regulated professionalism framework

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