A Kirkpatrick evaluation of computer-integrated learning support material for technology education

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Evaluation of a pilot "registrar-as-teacher" faculty development program at Stellenbosch University by Smit, Elizabeth Johanna

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

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

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

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

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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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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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A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa by Boyd, Colleen

“…In conclusion, this research argues for expanded lesson plans that further exteriorise the phonics curriculum by offering more explicit evaluative criteria and increased scripting that further supports teachers in enacting effective, and contextualised, phonics programmes.…”
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Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development

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

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

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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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