Identifying and understanding enabling conditions for supporting reading literacy development for primary schools in Zimbabwe

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Reading strategy instruction in grades 4 to 6 : towards a framework for implementation by Klapwijk, Nanda Maria

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Professional development of Grade 1 teachers to promote school readiness in an inclusive education context

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Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school

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Unit standards in music : guidelines for non-specialist teachers in training in Botswana and the SADC region

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Mini-musicking in teachers' lesson plans of 4-5-year-olds in pre-schools

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Teachers' attitudes towards working with students with special educational needs in mainstream classes in Egypt by Momberg, Naadia

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A literacy intervention with teachers : exploring reading culture in a rural secondary school

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The influence of ecosystemic factors on Black student teachers’ perceptions and experiences of Early Childhood Education

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TVET educators’ views of continuing professional development (CPD) from three TVET providers in Namibia by Kaapama, Uanee Rosaline

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Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college

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Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English

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Impact evaluation of Funda Wande in-service teacher coaching intervention: Findings from the first year by Meiring, Christiaan

“…The results here add to the growing body of evidence that makes a strong case for the crucial complementary role of high-quality teacher coaching and continuous follow-up support in programmes that focus on shifting teachers' instructional practice. …”
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Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development

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Professional development of teachers at a private high school : a peer mentoring initiative

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Staff development needs for teacher educators in the Northern Province with regard to the implementation of the National Qualifications Framework by Kubheka, Kgadi Rose

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The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis by Warden, Angus

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Exploring parental involvement in the educational support of their child with learning difficulties in a low income community by Adele, Pool

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Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding by Toerien, René

“…The findings from this study provide guidelines for professional development programmes in terms of differentiated support to teachers according to their career stages and the inclusion of content specific training programmes which makes teaching for conceptual progression explicit. …”
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