Working memory in children: How does it affect learning? Different methods and techniques that can be used to train and enhance the working memory of children by Fawzy, Christine T.

“…Warning signs are: Difficulty in recalling Failure to follow instructions Place-keeping errors Task abandonment Monitor the child: by checking the presence of any of the warning signs and by asking the child directly about the next step à Repetition Evaluate working memory demands of learning activities. Some factors that affect the working memory demands: Excessive length, unfamiliar content, a demanding mental processing activity Reduce working memory loads by: Contextualization of the content Simplify mental processes Be prepared to repeat Encourage use of memory aids (Writing aids, Mathematical aids) Develop the child’s strategies for supporting memory Request help, rehearsal, using long-term memory, place-keeping and organizational strategies…”
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Re-imagining learning and teaching art: exploring embodied mark-making with foundation phase student teachers at Cape Peninsula University of Technology by Meiring, Jacoba Johanna

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The nature and extent of mother tongue interference by Sepedi on the effectiveness of learning English among Information Technology foundation students at Tshwane University of Tec...

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Can a food and agriculture organisation distance-learning tool improve the knowledge and understanding of dietitians in South Africa regarding the right to food? by Eley, Nicola

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‘n Ondersoek na die fasilitering van verskillende leerstyle en meervoudige intelligensies tydens koöperatiewe leer en groepaktiwiteite in hoër onderwys (Afrikaans)

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Musical learning, development and mediation: A case study of the Delta Langbroek Band in the Music van de Caab project in the Western Cape by Harper, Elizabeth

“…Key findings from this study indicate that sites of informal and community music making serve as viable avenues and legitimate sites for musical development and learning. While making substantial use of theory, this study is grounded in empirical findings and could prove valuable for examining and refining curriculum content, as well as approaches to music instruction in formal music education South Africa. …”
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The role of a professional learning community in supporting natural science teacheres in a high school situated in a low-income community by Malinga, Thuleleni Samanthah

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Promoting social change amongst students in higher education : an evaluation of the listening, living and learning senior student housing programme at Stellenbosch University by Dunn, Munita

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On bridging the gap between theory and practice: a conceptual analysis of practice in relation to a teacher professional learning programme at Stellenbosch University by Jeram, Ramesh

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An evaluation of the integration of indigenous musical arts in the Creative and Performing Arts syllabus and the implementation thereof in the primary schools curriculum in Botswan...

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The use of formative assessment to teach writing skills to English First Additional Language learners

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The role of the educational psychologist in supporting inclusion at school level

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A framework for evaluating unstructured text data using sentiment analysis by Kazmaier, Jacqueline

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Belief-driven sensemaking : arguing as knowledge creation by Smit, Marietjie

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The challenges of implementing and sustaining an adult and vocational education curriculum on an isolated island

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Semiotic repertoires in bilingual Science learning: a study of learners - meaning-making practices in two sites in a Cape Town high school by Tyler, Robyn Lucy

“…Bilingual minoritised youth face challenging conditions for learning Science in South African schools. Among these are restrictive school-level language policies; entrenched monoglossic language ideologies within the education system which play out in classroom practice; and a lack of learning and teaching materials in African languages. …”
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The value of an e-learning bundle in the acquisition of a clinical skill : exploring the perceptions of third-year medical students at Stellenbosch University, South Africa by Van der Walt, Lizanne

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Pedagogical practices in non-formal adult literacy classes

“…This was an indication of the facilitators’ lack of both Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) in adult literacy-learning pedagogy. …”
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The leadership practices of heads of department in the implementation of physical development activities in primary schools

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