The Effect of Motivation and Learning Behaviour on Student Achievement.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1510
Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1579
Fostering teachers’ experiences of well-being: A participatory action learning and action research approach
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1619
Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1342
Exploring Motivational Orientations of English as Foreign Language (EFL) Learners: A Case Study in Indonesia.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1500
Learning with mobile devices: A comparison of four mobile learning pilots in Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1656
Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1820
Collaboration between school management teams and governing bodies in effectively managing public primary school finances
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1688
The effect of the ideology of new managerial professionalism on the South African education system
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1871
A Socially Inclusive Teaching Strategy: A Liberating Pedagogy for Responding to English Literacy Problems.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1514
The use of technology in music education in North Cyprus according to student music teachers
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1436
A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1645
An Approach to Re-Skilling of In-Service Teachers in Physical Education in South African Schools.
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1643
Capacitating postgraduate education students with lay counselling competencies via the culturally appropriate bibliotherapeutic Read-me-to-Resilience intervention
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1543
School-based mathematics teacher professional learning: A theoretical position on the lesson study approach
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1754
“You can be anything” – Career guidance messages and achievement expectations among Cape Town teenagers
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1537
Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the Form-three assessment (PT3)
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1552
Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1572
Challenges Experienced by Learners with Visual Impairments in South African Township Mainstream Primary Schools.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1615
Relations among education, religiosity and socioeconomic variables
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1611
WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1323
Mathematics anxiety among pre-service accounting teachers
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1516
The prevalence, nature, and functions of non-suicidal self-injury (NSSI) in a South African student sample
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1697
Learners and educators as agents of social transformation in dysfunctional South African schools
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1800
The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1512
The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1578
Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n1a1680
Developing metacognition among young learners by using stories
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1531
Life Orientation Teacher Training Needs in Career Guidance at Rural High Schools.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1538
Fostering self-regulated learning of Grade 10 learners by means of participatory action research
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1623
Disciplinary Practices in the Early Grades: Creating Culturally Responsive Learning Environments in South Africa.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1633
Influences of preschool on the development of self-control in preschool children in Montenegro
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1627
Schooling experiences of children left behind in Zimbabwe by emigrating parents: Implications for inclusive education
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns1a1797
At-Risk Students in Selected Schools in Zimbabwe: An Ecological Perspective.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1571
Science and non-science teachers’ interpretation of physics diagrammes
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N1A1518
Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1602
Finding the missing variables: A systematic review of mathematics improvement strategies for South African public schools
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1582
The effectiveness of stakeholder collaboration in preventing learner pregnancy in secondary schools in the Eastern Cape, South Africa: Implications for leadership
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1650
Application of biometric fingerprinting to encourage the active involvement of student teachers in lectures on differentiated instruction
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1523
Difficulties in developing a curriculum for pre-service science teachers
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1517
Identifying the factors influencing mathematical literacy in several Spanish regions
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1630
Understanding student participation within a group learning
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1629
Neo-Liberalism and the Human Rights Creed: Conflicting Forces Vying for Control of the Global Education Agenda.
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1834
Shared storybook reading interactions between children with complex communication needs and their caregivers
来源期刊：South African Journal of EducationDOI：10.15700/SAJE.V39N2A1695
Relationship between prospective teachers’ deontic justice attitudes and academic dishonesty tendencies
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n3a1622
Training educational psychology professionals for work engagement in a context of inequality and trauma in South Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1716
Structure and agency: Clash or complement towards quality public education within the South African legislative framework?
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1846
Managing teacher absenteeism : lessons from independent primary schools in Gauteng, South Africa
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39ns2a1808
Well-being for whom? Unpacking the teacher well-being discourse of the South African Department of Basic Education
来源期刊：South African Journal of EducationDOI：10.15700/saje.v39n4a1866
