Development and implementation of a nutrition education programme for primary school teachers in Bronkhorstspruit Gauteng Province South Africa

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Investigating the opportunities and challenges for professional growth created through a process of developing learning support materials

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A professional development enquiry : teacher pedagogical content knowledge to support reading comprehension of non-mother-tongue speakers by Basson, Magdalene

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A speech programme for deaf learners to be used in the classroom

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Exploring the teaching sheltered instruction observation protocol from teachers' perspectives

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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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Interpreting the effects of collegiality and collaboration on mathematics teachers' efficacy in a school based professional development programme : a case study by Jeram, Ramesh

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The mentoring needs of final year student teachers during their first teaching practicum

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Exploring how youth experience and perceive peer social support at a holistic youth development programme in the Western Cape: the Chrysalis academy by Winsted, Ellyn

“…Research has emphasised parental and teacher support as playing more important roles of social support buffers for youth. …”
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Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching

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The response of educators and school management team members on a curriculum delivery intervention programme

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Exploring professional development interventions for improving the teaching practice of primary school teachers

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Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome

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Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss

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A programme theory and process evaluation of a youth development programme by Swingler, Susan

“…These include adherence to documented selection criteria, a more comprehensive induction process, ongoing training and support including collaborative planning, debriefing and provision of mental health services. • Implementation of parental and teacher involvement strategies, such as invitation to CoolPlay meetings and workshops, distribution of newsletters, and provision of transport to and from CoolPlay events. • Implementation of M&E systems for participant enrolment, attendance, drop-out and engagement. • Allocation of resources toward securing qualified, full-time staff with experience in positive youth development. • Strengthening of programme quality before the CYDP is rolled out to additional sites, given that the programme has the potential to support both positive and negative developmental outcomes in youth.…”
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Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology by Bester, Marianne

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Challenges faced by occupational therapists and teachers in the implementation of vocational programmes in selected special needs schools for learners with severe intellectual disa... by Solomon, Elana Tina

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A Theory and Implementation Evaluation of The Allan Gray Entrepreneurial Challenge by Dumutu, Ismail Ombo Michael

“…Key recommendations include ensuring adherence to planned debrief sessions and peer-to-peer learning to sustain engagement, reintroducing weekly prizes alongside end-of-module quizzes to maintain motivation and engagement, improving teacher training and support to improve programme delivery, providing resources such as devices (computers, tablets, etc.) and internet connectivity to low-income schools, rigorous testing of the AGEC game before launch, and adding a live chat feature to strengthen technical support. …”
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An implementation evaluation of light for the world´s inclusive education programme in Ethiopia by Muellegger, Birgit

“…Under these overall findings, a more structured teacher training programme, better selection of teachers, and better local networking and targeted awareness raising programmes are also needed. …”
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The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools

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