Exploring views of teachers on using cultural games in teaching early-grade mathematics

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A critical study of a continuing professional development orientation programme for educators

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Exploring the response of rural primary school children to road safety education programmes

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Teacher Questioning and Early Grade Literacy in Nguni Languages: Practice, Knowledge and In-Service Development by Mtsatse, Nangamso

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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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The experiences of adult learners in distance education of SMS technology as a learning support tool

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

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

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

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

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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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The impact of the SEMOSTI programme on the gross motor proficiency of four-to-six-year-old children

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

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