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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Teachers' experiences of teaching learners diagnosed with autism

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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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Exploring the teaching sheltered instruction observation protocol from teachers' perspectives

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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

“…In this study, the main goal was to explore youth experiences and perceptions of peer social support in the Western Cape region of South Africa at the Chrysalis Academy youth programme. …”
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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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Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology by Bester, Marianne

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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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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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