History teaching and learning [1] |
history teaching and learning [1] |
HIV & AIDS [1] |
HIV and AIDS [8] |
HIV and AIDS education [3] |
HIV and AIDS prevention [1] |
HIV prevention [4] |
HIV&AIDS [1] |
HIV-affected [1] |
HIV/AIDS [4] |
Hoër onderwys [1] |
hoër onderwys [1] |
hoër onderwys, interaktiewe leer [1] |
holders of indigenous knowledge [1] |
homophobic [2] |
Houding [1] |
Human dignity [1] |
human dignity [1] |
human evolution [1] |
Human factors [1] |
human plurality [1] |
Human Rights [1] |
Human rights [6] |
human rights [11] |
human rights education [3] |
Human rights education research [1] |
human rights literacy [3] |
human spirit [1] |
human well-being and happiness [1] |
Human-nature relationship [1] |
humanisation [1] |
humidity [1] |
Hunt-and-peck [1] |
Hybrid Collaborative Learning [1] |
hypertension [3] |
hypertension prevalence [1] |
ICT [2] |
ICT and developing countries [1] |
ICT in geography teaching [1] |
ICT technology [1] |
ICT variants [1] |
ICTs in geography education [1] |
Identiteitskonstruksie [1] |
identiteitskonstruksie [2] |
identity [1] |
Identity construction [1] |
Illiteracy [1] |
Image-based methods [1] |
Imagined power [1] |
Imbalance of educators and jurists [1] |
impact [1] |
Implementation [2] |
improvement [1] |
Improving academic language proficiency [1] |
Improving critical thinking [1] |
improving organisational climate [1] |
improving school climate [1] |
Imroving organizational climate [1] |
In-service teachers [1] |
In-service training [1] |
INCHEON. JEL Classification: I20 [1] |
Inclusion [2] |
Inclusionism [1] |
Inclusive classrooms [1] |
inclusive classrooms [1] |
Inclusive Education [1] |
Inclusive education [7] |
inclusive education [3] |
inclusive practice [1] |
inclusivity [2] |
Independent Learning [1] |
Indigenous knowledge [3] |
indigenous knowledge [1] |
indigenous knowledge and participatory action research [1] |
individual assessment [1] |
individualisation [1] |
induced systemic resistance [1] |
induction [1] |
inductive research [1] |
industrial action [1] |
Industry [1] |
influence of natural environment [1] |
information acquisition [1] |
information and communication technologies [1] |
Information and Communication Technologies (ICT) [1] |
information and communication technology [1] |
Information and Communication Technology (ICT) [1] |
information and communication technology (ict) [1] |
information processing [1] |
Information Technology [1] |
Information Technology education [1] |
Informed consent [1] |
Informed views [1] |
infrastructure [1] |
infrastruktuur [1] |
Ingrid Winterbach [1] |
Inheemse kennis [1] |
injustice [1] |
inligtingsverwerwing [1] |
inligtingverwerking [1] |
innovation [2] |
innovation configurations [1] |
Inoculants [1] |
inquiry [1] |
Inquiry-based teaching [1] |
Inspiration [1] |
inspiration [2] |
Institutional-Level Support Teams [1] |
instructional design [1] |
instructional leadership [1] |
Instructional technology [1] |
instructional technology [1] |
Instrumental capital [1] |
instrumental capital [1] |
instrumental case studies [1] |
insular cortex [1] |
Inteernational perspective [1] |
Integrated approach to health promotion [1] |
integrated approach to learning [1] |
Integrated School Health Policy [2] |
integration [1] |
Integrative [1] |
integrity [1] |
intended curriculum [1] |
intention to leave [1] |
Interactions [1] |
Interactive White Boards [1] |
interactive white boards [2] |
interactive whiteboard [1] |
Interactive whiteboard (IWB) [1] |
interactive whiteboard (IWB) [1] |
interaktiewe leer [1] |
Interdisciplinary [1] |
Intergenerational innovations [1] |
Intergenerational pathways, [1] |
Intergenerational practices [1] |
Intergenerational relationships [1] |
Intermediate Phase [1] |
internal locus of control [1] |
International [1] |
international aid [1] |
International Association of Educational Achievement (IEA) studies [1] |
international classifications of national education systems [1] |
international comparative perspectives [2] |
international cooperation [2] |
international development programmes [1] |
international higher education research [1] |
International perspective [1] |
internationalisation [1] |
internationalization of higher education [1] |
Internship [1] |
interpretation [1] |
interreligious and intercultural dialogue [2] |
Intersectionality [1] |
intersectionality [3] |
Intersectoral collaborations [2] |
intertaal [1] |
Intervention [1] |
Intervention and Learning [1] |
Intervention development [1] |
intervention programme [1] |
Intervention programmes [1] |
introductory programming language [1] |
Inverted Approach [1] |
Inverted Delivery Model [1] |
Inverted Learning [1] |
invloed van die natuurlike omgewing [1] |
involvement for self-benefit [1] |
Islam [1] |
ISO 14001 [1] |
ISO 14001 Environmental management system [1] |
IT teachers [1] |
jeugliteratuur [1] |
Job Demands [1] |
Joubert, Elsa [1] |
Jullien [2] |
justice [1] |
Karretjiemense [1] |
kennisoordragteorie [1] |
keyboard skills [1] |
Kinder- en jeugliteratuur [2] |
kindergarten [1] |
Kinship [1] |
klaskamerveiligheid [1] |
Knowledge [1] |
knowledge [2] |
Knowledge acquisition [1] |
knowledge and practice standards [2] |
knowledge democracy [1] |
kognitiewe vlakke [1] |
Kolleges [1] |
Konjunksiemerkers [1] |
Konstruktivisme [1] |
konteks [1] |
Kulturele druk op besluite [1] |
Kulturele imperatief [1] |
Kulturele norme [1] |
Kultuur [1] |
kultuur-historiese aktiwiteitsteorie [1] |
Kultuurhistoriese aktiwiteitsteorie [1] |
kurrikula [1] |
kurrikulum [1] |
kwaliteit [2] |
Kwesbare groepe [1] |
lab inquiry [1] |
Labour force [1] |
Lack knowledge [1] |
langtermyngeheue [1] |
Language ideology [1] |
language of learning and teaching (LOLT) [1] |
language of teaching and learning [2] |
Language policy [1] |
Language proticiency [1] |
Language rights [1] |
Language teaching [1] |
large class context [1] |
large groups [1] |
law [1] |
Law-incontext approach [1] |
Leadership [5] |
leadership [2] |
Leadership development [2] |
Leadership Practices [1] |
Leadership style [2] |
Leadership styles [3] |
leadership styles [1] |
Leadership Values [1] |
learner [1] |
Learner discipline [1] |
learner needs [2] |
learner security [1] |
learner wellness [1] |
Learner-Centred Instruction [1] |
Learner-centred instruction strategies [2] |
learner-centred learning [1] |
Learners [3] |
learners [3] |
Learning [2] |
learning [1] |
learning conference [3] |
Learning motivation [1] |
learning organisation [1] |
learning outcomes [1] |
learning presence [1] |
Learning Strategy [1] |
Learning strategy narratives [2] |
Learning styles [2] |
Learning Support Educators [1] |
learning-oriented assessment [1] |
Lecturers [1] |
lecturers [1] |
leefwêreldvlak [1] |
leerdergeborgenheid [1] |
leerders [1] |
leesbaarheidsindekse [1] |
leesbegrip [1] |
leesbehoeftes en-voorkeure [1] |
Leesmotivering [1] |
leesmotivering [1] |
Leesmotiveringsprofiel [1] |
Legal research [1] |
Legislation [1] |
Leierskapstyl [2] |
leksikon [1] |
Lesotho [1] |
Lesson study [1] |
lessons learnt [1] |
Levels of participation [1] |
Levels of questioning [2] |
lewensori�ntering [1] |
lewensvaardighede [1] |
Liberalism [3] |
life changes [2] |
life design [1] |
Life Orientation [4] |
Life Skills [1] |
Life skills [1] |
life skills [1] |
life view [1] |
life- and worldview [1] |
Lifelong Learning [3] |
Lifelong learning [1] |
liminaliteit [1] |
liminality [1] |
Limit of detection [1] |
linguistic citizenship [1] |
linguistic level [1] |
Linguistic rights [1] |
linguistic usage patterns [1] |
linguistics database [1] |
linguistiese vlak [1] |
Liquidity [1] |
Literacy [1] |
literacy [1] |
Litigation [1] |
lived experience [1] |
living environment level [1] |
Lockdown [1] |
logic of the market [1] |
long term memory [1] |
longitudinal study [1] |
low-performing school [1] |
Loyd and Gressard Computer Attitude Survey (CAS) [2] |
M-learning [1] |
m-learning [1] |
m-leer [1] |
Mainstream schools [1] |
mainstream schools [2] |
Maladministration [1] |
male students [1] |
male teachers [1] |
Management [2] |
management [5] |
management communication [1] |
management strategies [1] |
management styles [1] |
Management team [1] |
Managerial Practises [1] |
Managerial roles [2] |
Managerial tasks [1] |
managerialism [1] |
manlike onderwyser [1] |
mapping of fields of education scholarship [1] |
Maputaland-Pondoland-Albany [1] |
Marie Heese [1] |
Marriage of convenience [1] |
Masculinity and Sexuality [1] |
Massification of Education [1] |
massifikasie [3] |
Mastery experiences [1] |
Master’s Students [1] |
Material dimension of existence [1] |
Materiele dimensie van ons bestaan [1] |
Mathematical content knowledge [1] |
mathematical knowledge [2] |
Mathematical Language [1] |
Mathematical language [1] |
Mathematics [1] |
Mathematics achievement [1] |
mathematics attitude [2] |
Mathematics classroom [1] |
Mathematics education [1] |
mathematics education [2] |
Mathematics teacher [1] |
mathematics teacher education [1] |
Mathematics teaching [1] |
Mathematics Vocabulary [1] |
meaning [2] |
meaning making [1] |
Meaning-making [1] |
Meaningful work [1] |
Meanings made [1] |
measurement [1] |
Mediated learning [1] |
Medical triage and Psychological trauma interventions [1] |
medium of instruction and learning [1] |
memory [3] |
memory work [1] |
men [1] |
Mens-plant-verbintenisse [1] |
Mentee [1] |
Mentoring and Teaching practice experience [1] |
mentors in schools [1] |
mentorship [1] |
mentorskap [2] |
mentorskapprogram [1] |
meta-cognition [1] |
metabolic syndrome [1] |
Metacognition [3] |
metacognition [2] |
Metacognitive Locale [1] |
Metacognitive Networks [1] |
metacognitive regulation [1] |
metacognitive skills [1] |
metacognitive teaching-learning strategy [2] |
Metaphor [1] |
methodology [2] |
micro-, macro- and meso-cycles [1] |
micro-lessons [1] |
microalbuminuria [1] |
Microteaching [2] |
migratory nematodes [1] |
Mikhail Bakhtin [1] |
Military and environmental consequences [1] |
millennium development goals [1] |
mind maps [2] |
minderheidsgroepe [2] |
minority groups [2] |
minority languages [1] |
Misappropriation [1] |
misconduct [1] |
Mismanagement [1] |
Mixed methods [1] |
mixed methods research [2] |
Mobile learning [1] |
mobile learning [1] |
Mobile technologies [1] |
mode 3 knowledge production [1] |
Model [1] |
model [1] |
Modelling [1] |
Moderation of online forum [1] |
modes of integration [1] |
monolithic [1] |
moral discourse [1] |
Moral leadership [1] |
moral reasoning [1] |
Morality [1] |
morality [3] |
morality and religion [1] |
morals [2] |
mortality [1] |
Motivation [2] |
motivation [3] |
Motivation for Reading Questionnaire (MRQ) [1] |
motor skills [1] |
Movement of horses [1] |
multicultural [1] |
Multicultural education [1] |
multicultural education [2] |
Multiculturalism [1] |
Multidisciplinary [1] |
Multifactor Leadership Questionnaire [1] |
Multikulturele onderwys [1] |
Multilingual education [1] |
Multimedia [2] |
multimedia [2] |
multimedia learning [1] |
multiple choice questions [1] |
multiple leadership roles [1] |
Multipliers [1] |
Muslims [1] |
Mutual responsibility [1] |
My children have faces [1] |
mycorrhiza induced resistance [1] |
myocardial ischemia [1] |
Naïve views [1] |
Namibia [1] |
Napraatswartafrikaans (NSA) [1] |
narrative [1] |
narrative career counseling [1] |
Narrative inquiry [1] |
narrative-photovoice [1] |
narratives [3] |
Nasionale Kurrikulum en Assesseringsverklaring [2] |
Nasionale Kurrikulum- en Assesseringsbeleidsverklaring [1] |
Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV) [1] |
natality [2] |
National Curriculum and Assessment Policy Statement [1] |
National education context [1] |
National Education Systems [1] |
National Professional Diploma in Education [2] |
Natural disaster [1] |
Natural environment [1] |
Natural resources education [1] |
natural resources education [1] |
natural science [1] |
Nature as another [1] |
Nature of scientific inquiry; [1] |
Nature writing [2] |
Natuurgesentreerde skryfwerk as ekosisteem [1] |
Natuurlike omgewing [1] |
NEETs [1] |
Negligence [1] |
NEO-FFI [1] |
Neoliberal university [1] |
Neoliberalism [1] |
neoliberalism [3] |
Network analysis [1] |
networks [1] |
New materialism [2] |
newly-appointed deputy principals [1] |
niestandaardafrikaans [1] |
Nnatuurgesentreerde skryfwerk as
ekosisteem [1] |
NodeXL [1] |
Non-participation [1] |
non-positivist participants [1] |
non-standard Afrikaans [1] |
Norm [1] |
normative systems [1] |
North West Province [1] |
North-West University [3] |
NOSI tenets [1] |
Nostalgia [1] |
nostalgia [1] |
Novice researchers [1] |
null curriculum [1] |
number domain [2] |
Nussbaum [1] |
Nuwe materialisme [2] |
Nylstroom (Modimolle) [1] |
OBE [2] |
obesity [1] |
Object-oriented ontology [1] |
object-oriented programming [1] |
objectification [2] |
Objekgeorienteerde ontologie [1] |
OCDQ [1] |
ODL [2] |
Oestradiol [1] |
Office Environment [1] |
Onderrig en leer [1] |
Onderrig- en leerstyle [1] |
onderrigleer [1] |
Onderrigleerfaktore [1] |
ondersteuning [2] |
Onderwys [1] |
onderwys [4] |
onderwysers [1] |
onderwysersopleiding [3] |
onderwyshervorming [1] |
onderwyskundige struktuur [1] |
onderwysproduktiwiteit [2] |
onderwysstrategie [2] |
onderwysverandering [1] |
Onderw�reld [1] |
online design [1] |
Online education [1] |
Online forum [1] |
online interaction [1] |
Online learning [3] |
Online survey [1] |
onticity [1] |
oorsetting [1] |
Open Distance Learning [2] |
Open distance learning [5] |
open distance learning [3] |
open learning [1] |
Open-ended Inquiry [1] |
opleiding [1] |
Opvoeder [1] |
Opvoeding [1] |
opvoeding [4] |
Opvoedkundige hulpmiddels [1] |
opvoedkundige hulpmiddels and professionele ontwikkeling [1] |
Orderly Conduct [1] |
Organisational change [1] |
organisational climate [1] |
organisational development and change [1] |
organizational change [2] |
organizational climate [1] |
Organizational Climate Description Questionnaire (OCDQ) [1] |
Orphans and children rendered vulnerable by HIV and AIDS [1] |
Orphans and vulnerable children [1] |
orthographic depth [1] |
ortographic depth [1] |
otherness [1] |
Outcomes for teacher training [1] |
Outcomes-based Assessment [1] |
Outcomes-based Education [2] |
own experience of aggression [1] |
paideia [2] |
pair problem solving [1] |
Pair programming [3] |
pair programming [2] |
Pair programming and Teaching-learning strategies [1] |
Panarchy [1] |
Panopticon [1] |
Panoptics and Sen [1] |
paradigms [1] |
Parent Empowerment [1] |
parent-child relationships [1] |
Parental Involvement Ecologies [1] |
Parental Obligations [1] |
Parental participation [1] |
Parentification [1] |
Partecipatory visual methods [1] |
Participant voice [1] |
Participation [1] |
participation [2] |
Participatory [1] |
participatory action learning and action research [1] |
Participatory action research [1] |
participatory action research [6] |
Participatory democracy [1] |
Participatory governance [1] |
participatory pedagogy [1] |
participatory research [3] |
participatory visual methods [2] |
Partnership [1] |
Partnerships with parents [1] |
Passief-vermydende [1] |
Passive avoidant [1] |
pastoral role of teachers [3] |
Pathogen [1] |
Patrick Murphy [1] |
pedagogical content knowledge [4] |
pedagogical justifiability [1] |
Pedagogical needs [1] |
pedagogical support platforms [1] |
pedagogics [2] |
Pedagogy [3] |
pedagogy of discernment [1] |
peer assessment [1] |
peer education [1] |
Peer Leaders [1] |
perception of health [1] |
perception pf health [1] |
Perceptions [2] |
Perceptual motor skills [1] |
Perceptual-motor development [1] |
Performance [1] |
performance [1] |
performance agreements [2] |
Performance management [1] |
performance management [2] |
performativity [1] |
perpetrators of psychological violence [1] |
Persepsies [1] |
persepsies [1] |
Perseptueel-motoriese vaardighede [1] |
Personality [1] |
PGPR [1] |
Phenomenological study [1] |
Phenomenology [1] |
phenomenology [2] |
philanthropic vision [2] |
philosophical foundations [2] |
philosophical preconditions [3] |
philosophy of education [1] |
philosophy, personal [1] |
photo voice [2] |
photovoice [1] |
phronesis [1] |
Physical Education [2] |
Physical fitness [1] |
Physical Treatment [1] |
Phytostimulant [1] |
pidgin [1] |
Pierre Bourdieu [1] |
Pieterse, Pieter: Manaka: plek van die horings [1] |
Pipeline Students [1] |
Places of Care [1] |
planning [1] |
plant-parasitic nematodes [1] |
Plant-people relationships [1] |
Plante as aktiewe of beïnvloedende krag [1] |
plekbelewing [1] |
policies [2] |
policy [2] |
policy documents [2] |
policy implementation [1] |
Policy requirements [1] |
Poll Everywhere [1] |
Pool size [1] |
portfolio [2] |
Portrayal of landscape [1] |
post(post) foundationalism [1] |
post-conflict societies [2] |
Post-foundationalism [2] |
post-foundationalism [3] |
post-graduate certificate of education [1] |
post-harvest physiology of flowers [1] |
Post-modernism [2] |
post-modernism [3] |
Post-post-foundationalism [2] |
post-post-foundationalism [1] |
post-postfoundationalism [3] |
post-postfundamentisme [2] |
post-productivism [1] |
Post-school education and training [1] |
Post-structuralist [1] |
postcolonial adaptation [1] |
postcolonialism [1] |
postconflict society [1] |
postfundamentisme [4] |
Postgraduate Certificate in Education [1] |
Postgraduate education [1] |
postgraduate students [1] |
postkoloniale aanpassing [1] |
postkolonialisme [1] |
postmodern approach [1] |
postmodern conditions [1] |
Postmodern relativism [1] |
postmodern relativism [1] |
Postmodernism [2] |
postmodernism [2] |
postmodernisme [4] |
postpostfundamentisme [2] |
posttraumatic stress disorder (PTSD) [2] |
Poverty [1] |
power [3] |
power relations [1] |
pragmatic approach [1] |
pragmatisme [2] |
praxis [1] |
Pre-school Education [1] |
Pre-school Practitioners [1] |
Pre-school practitioners [1] |
Pre-school Teachers [1] |
Pre-service teacher [1] |
Pre-service teacher training [1] |
pre-service teachers [4] |
Pre-service teachers and Service learning [1] |
Preadolescent [1] |
precipitation [1] |
Precocious contribution [1] |
Prelude-Interview-Postscript model [1] |
Preservice geography education [1] |
prestasiegerigtheid [2] |
prevalence [1] |
previously disadvantaged individuals [1] |
primary school [1] |
primary school governance [2] |
Primary Schools [1] |
primary schools [4] |
principal [2] |
principal and gender [1] |
principal preparation [2] |
Principals [1] |
principals [1] |
principals, schools [1] |
prior knowledge [1] |
Privacy [1] |
Problem solving [3] |
problem solving [2] |
Problem-based Learning [1] |
problem-based learning [4] |
problem-solving [1] |
Problems [1] |
producer and consumer enigmas [1] |
professional [1] |
Professional development [3] |
professional development [4] |
professional development model [1] |
professional development programme [2] |
Professional identity and Reflection [1] |
Professional management [1] |
professional teacher attitude [1] |
professional training schools [1] |
professioneel [1] |
Professionele ontwikkeling [1] |
professionele ontwikkeling [1] |
professionele ontwikkelingsprogram [1] |
Proficiency [1] |
profile [1] |
profiles [1] |
Program design and implementation [1] |
Programme development [1] |
Programme for International Student Assessment (PISA) studies [1] |
Programming [2] |
programming [2] |
progress monitoring assessment [1] |
Project-based learning [2] |
project-based learning [2] |
Project-based learning and Teacher preparation [1] |
Protective resource [2] |
Protective resources [3] |
protective resources [3] |
psigo-sosiale teorie [1] |
Psycho-educational [1] |
Psychological development [1] |
psychological development [1] |
Psychological distress [1] |
Psychological violence [1] |
Psychological well-being [2] |
psychosocial challenges [1] |
Public Policy [1] |
Qualifications open and distance learning [1] |
qualifications open and distance learning [1] |
Qualitative [5] |
Qualitative Investigation [1] |
qualitative methodology [1] |
Qualitative methods [1] |
Qualitative research [2] |
Qualitative Research Methodology [1] |
Quality [1] |
quality [1] |
Quality Assurance [1] |
quality assurance [2] |
Quality Education [1] |
Quality education [1] |
quality education [1] |
quality of doctoral education [1] |
Quality of life [1] |
quality of life [1] |
Quantitative [1] |
quantitative analysis [1] |
quantitative analysis and teacher-students [1] |
Quantitative studies [1] |
Quasi-experimental [1] |
quasi-experimental [1] |
Quasi-judicial duties [1] |
Questionnaire [1] |
questionnaire [1] |
questionnaire construction [2] |
racism [1] |
RaE [1] |
Rape [1] |
readability indexes [1] |
Reading [4] |
reading comprehension [1] |
Reading literacy [1] |
Reading motivation [1] |
Reading motivation profile [1] |
Real Life Problems [1] |
realistic considerations [1] |
reciprocal learning [1] |
reconciliation [2] |
Reconstructionist movement [1] |
recreation [1] |
reflection [4] |
regte [2] |
Regulations [1] |
rekenaarergonomie [1] |
rekenaargesondheidsrisiko [1] |
rekenaarlokaalveiligheid [1] |
relational aggression [1] |
relationship: human and nature [1] |
Relevance of health-promoting leadership [1] |
Reliability [2] |
religieuse vlak [1] |
Religion [3] |
religion [5] |
religion education [1] |
religion in education [1] |
religion/religious education [1] |
religious diversity [2] |
religious freedom [2] |
religious level [1] |
Religious tolerance [1] |
religious tolerance [1] |
remarriage [1] |
remembrance [1] |
reminiscing literature [1] |
Remote teaching [2] |
renin [1] |
Reputable schools [1] |
Reputation management [1] |
Reputation signals [1] |
research [1] |
research agenda South Africa [1] |
research as social change [2] |
Research assistantships [1] |
research assistantships [1] |
research education [1] |
Research education and Research supervision [1] |
research for social change [1] |
research framework [1] |
Research methods [1] |
Research qualitative [1] |
research training [1] |
research with children [1] |
resetting [1] |
Residual Pesticides [1] |
Resilience [21] |
resilience [6] |
Resilience assessment approach [1] |
Resilience processes [2] |
resilience theory [2] |
Resistance [2] |
Response [1] |
Responsibility [2] |
Responsiveness [1] |
restorative [1] |
retinal microvascular calibre [1] |
Revised Study Process Questionnaire [1] |
Right to a basic education [1] |
rights [2] |
rights-based education [1] |
rightsbased education [1] |
Risk and The law [1] |
risk factor [1] |
Risk processes [1] |
rol [1] |
Role model [1] |
Roles [1] |
Roles of school nurses [1] |
Roles of teachers [1] |
rolkonflik; vader [1] |
root-knot nematodes [1] |
Rorschach Comprehensive System [1] |
RT-qPCR sensitivity [1] |
Rubrics [1] |
rural change [1] |
rural context [1] |
Rural education [1] |
rural education [2] |
rural headmasters [1] |
Rural School [1] |
rural schools [2] |
Rural youth [1] |
rurality [1] |
SAELA [1] |
Safe school [1] |
safe space [2] |
Safety [1] |
Safety and Well-Being [1] |
Schalk Schoombie [2] |
Scheepers, Riana [1] |
scholarship [1] |
School [1] |
school [1] |
school climate [2] |
school communities [1] |
school culture [1] |
school district [1] |
school education [1] |
School engagement [1] |
School facilities [1] |
School facilities maintenance [1] |
School governance [1] |
school governance [1] |
School Governing Body [1] |
School health promotion [1] |
School Improvement [1] |
school improvement [3] |
School improvement plan [2] |
School Leadership [1] |
School leadership [7] |
school leadership [3] |
School leadership during crisis situations [1] |
school management team (SMT) [2] |
School Management Team(s [1] |
School Management Team(s) [1] |
School meals [1] |
School Policy [1] |
School readiness [4] |
school readiness performance [1] |
school readiness test [1] |
School Science [1] |
School self-evaluation [1] |
school sports coach [1] |
School-based assessment [1] |
school-based assessment [1] |
school-based training [1] |
School/Disciplinary Policy Implementation [1] |
schoolgirls [1] |
Schools [2] |
schools [1] |
schools in townships and rural areas [1] |
Science Teachers [1] |
science teachers [2] |
Science textbooks [1] |
Scientific inquiry; [1] |
Scientific investigations [1] |
Scientific method [1] |
Scratch [1] |
scripted and performed violence [1] |
Second homes [1] |
Second Information Technology in Education Study (SITES) study [1] |
Second Language [1] |
secondary school [1] |
Secondary school educators [2] |
secondary school mathematics [1] |
secondary school teachers [1] |
Securitization [1] |
security [2] |
seed germination [1] |
self and other [2] |
Self-actualisation [1] |
self-assessment [1] |
self-directed [1] |
self-directed language learning [1] |
self-directed learners [1] |
Self-directed learning [3] |
self-directed learning [4] |
Self-Directed Learning (SDL) [1] |
Self-directed learning (SDL) [1] |
Self-directed learning and Social constructivism [1] |
self-directed learning readiness level [1] |
self-directed questioning [1] |
self-directed skills [1] |
self-directed teachers [1] |
Self-directed writing [1] |
Self-directedness [1] |
self-directedness [2] |
Self-efficacy [3] |
self-efficacy [2] |
self-empowerment [2] |
Self-entitlement [1] |
Self-knitting [1] |
self-learning [1] |
self-organisation theory [1] |
self-reflection [1] |
Self-reflective strategies [1] |
self-regulated learning [2] |
self-regulation [2] |
self-regulation skills [1] |
Self-respect [1] |
self-study research [1] |
self-study research and values-based practitioner self-enquiry [1] |
self-teaching [1] |
selfbestuurde leer [2] |
selflessness [1] |
selfverantwoordelike leerders [2] |
Semi-structured interviews [1] |
Sense of place and belonging [1] |
Serbia [2] |
service delivery [1] |
service learning [1] |
service quality [1] |
Service systems maintenance [1] |
severity of psychological violence [1] |
Sexual harassment [1] |
sexual minorities [1] |
Sexual orientation [1] |
Sexual violence and Violence [1] |
Sexuality and Transformation [1] |
sexuality education [1] |
short learning programmes [1] |
Short-courses and technology teachers [1] |
Simon Bruinders [1] |
Sinsverbinders [1] |
Situational leadership [1] |
skills [1] |
Skoolgereedheid [1] |
Skoolleierskap [1] |
sleep disordered breathing [1] |
SMS [1] |
Social action theory [1] |
Social capital [1] |
social capital [5] |
Social ecology [4] |
social ecology [1] |
Social education context [1] |
social forces [2] |
social group work [1] |
Social Inequalities [1] |
Social Justice [1] |
Social justice [2] |
social justice [7] |
social justice praxis [1] |
social learning [1] |
social media [1] |
Social Network Analysis [1] |
Social Norms approach [1] |
Social organization [1] |
social presence [1] |
social reconstruction [1] |
Social responsibility [1] |
Social Sciences education [1] |
Social sciences teaching [1] |
social sciences teaching [1] |
social space and ethical function theory [1] |
Social-ecological system [1] |
social-learning theory [1] |
socialisation [1] |
societal context [1] |
Society and Support and transfer [1] |
Socio-cultural [1] |
Socio-cultural ecology [1] |
Socio-economic [1] |
socio-economic challenges [2] |
Sociocultural Learning [1] |
sociocultural understanding [1] |
socioeconomic environmental management indicators [2] |
Software development education [1] |
software development education [1] |
software industry [1] |
software professionals [1] |
Soil [1] |
Sorg [1] |
Sorgleierskap [1] |
Sorgsaamheid [1] |
Sorgsame gemeenskap and Sorgsame verhoudings [1] |
Sosiale aksieteorie [1] |
sosiale en intellektuele intelligensie [1] |
sosiale onreg [1] |
sosialekapitaalteorie [1] |
Source-Based Analysis Model (HISBAM) [1] |
South Africa [33] |
South African context [2] |
South African education and Teacher education [1] |
South African education system [1] |
South African journal of education [1] |
South African schools [1] |
South African Schools Act [1] |
South African teachers [1] |
South African War [1] |
South-Africa [2] |
spanning: mens en natuur [1] |
Spanningsveld tussen die reg en kultuur [1] |
special educational needs [1] |
special educational needs (SEN) [1] |
Special Schools as Resource Centres [1] |
speech [1] |
spirit [2] |
spirit of education [1] |
Spirituality [3] |
spirituality [2] |
Sport [1] |
sport [1] |
Stakeholders [1] |
Standardisation [1] |
Standardising Instrument/Questionnaire [1] |
Standards of care [1] |
state [1] |
Static [1] |
stepfathers [1] |
stereotype [1] |
stereotypes [1] |
stories [2] |
Story problems [1] |
Storytelling [1] |
storytelling [1] |
Strategic Plan [1] |
Strategic Planning [1] |
Strategic Thinking [1] |
strategie [2] |
Strategy [1] |
strategy [3] |
strategy instruction [2] |
Street child [1] |
street child [1] |
Street youth [2] |
Streetism [1] |
Strengths-based [1] |
Stress [2] |
stress [1] |
Stress Theories [1] |
stress: man and nature [1] |
Stressors [1] |
strike action [1] |
structure [1] |
structure and agency [1] |
structure for teaching [1] |
Student dropout [1] |
Student engagement [1] |
Student satisfaction [1] |
student support [1] |
Student teachers [4] |
student teachers [3] |
Student Tutors [1] |
Student-teachers [1] |
Studente [1] |
studente-ondersteuning [1] |
studenteondersteuning [1] |
Studentetal-slytasie [1] |
students [1] |
Students and Teachers [1] |
Students and Teaching-learning factors [1] |
students' feedback [1] |
subject matter knowledge [2] |
Subject status [1] |
subject-specific writing instruction [1] |
Successful schools [1] |
support [1] |
Support Programme [1] |
Support services [1] |
supportive [1] |
surface learning approach [1] |
sustainability [1] |
sustainable development [1] |
Swartafrikaans [1] |
sympathetic hyperactivity [1] |
Systematic review [1] |
Systems theories [1] |
systems theory [2] |
Systems theory approach, [1] |
T1 (moedertaal) [1] |
T1 (mother tongue) [1] |
T2 (second language) [1] |
T2 (tweede taal) [1] |
tabletrekenaars [1] |
Tanzania [1] |
Taxonomy [1] |
Teacher conceptions [1] |
Teacher development [1] |
Teacher Education [1] |
Teacher education [4] |
teacher education [10] |
Teacher education for inclusion [1] |
teacher education for inclusion [1] |
Teacher education program [1] |
teacher efficacy [1] |
teacher experience [1] |
teacher morale and attitudes [1] |
Teacher preparation [1] |
teacher preparation [2] |
teacher preparation programmes [2] |
teacher professional development [1] |
Teacher resilience [1] |
Teacher Roles [1] |
teacher shortage [1] |
Teacher Stress [1] |
Teacher Stress Inventory (TSI) [1] |
Teacher training [3] |
teacher training [5] |
Teacher training curriculum [1] |
Teacher Well-Being [1] |
Teacher wellbeing [1] |
teacher-students [1] |
Teachers [4] |
teachers [4] |
teaching [5] |
Teaching and learning [3] |
teaching and learning [8] |
Teaching and learning and Teaching and learning styles [1] |
Teaching and learning and Zimbabwe Open University [1] |
teaching and learning experience [1] |
Teaching and Learning Programme [1] |
Teaching Practice [1] |
Teaching practice [2] |
teaching presence [1] |
teaching programming [2] |
teaching strategies [2] |
Teaching styles [2] |
teaching-learning [2] |
Teaching-learning approaches [1] |
Teaching-learning Strategy [1] |
Teaching-learning strategy [1] |
Teaching/Learning Institutions [1] |
Teamwork in health promotion [1] |
techné [2] |
Technologically enhanced environment [1] |
technologies in education [1] |
technology [1] |
Technology education [3] |
Technology enhanced learning (TEL) [1] |
technophobia [1] |
teenage pregnancy prevention in schools [1] |
tegnologie [2] |
teleology [1] |
temperature [1] |
Tension between the law and culture [1] |
Tertiary [1] |
Tertiary/higher education [1] |
Test level [1] |
testosterone [1] |
Text Comprehension [1] |
Textbook selection [1] |
The agency of plants [1] |
The right to life [1] |
the teaching profession [1] |
theory and practice divide [1] |
Therapeutic interventions [1] |
Thermodynamics [1] |
Thinking processes [1] |
thinking processes [1] |
Third Cinema agendas [1] |
throughput rate [1] |
time management [1] |
Tolerance [2] |
tolerance [2] |
tool mediation [1] |
top-down [1] |
touch-typing [1] |
township [1] |
Township schools [2] |
township schools [1] |
toxicity [1] |
Tradisionele Afrika-kultuur [1] |
Traditional African culture [1] |
training [2] |
Transactional [2] |
Transactional Theory [1] |
transactional theory [1] |
Transactional-ecological [1] |
Transaksioneel [1] |
transcendental foundations [3] |
Transformation [2] |
transformation [6] |
transformation theorising, scientific [1] |
Transformational and Transformerend [1] |
transformative [1] |
transformative action [2] |
Transformative curriculum [1] |
Transitiology [2] |
Transition markers [1] |
Translation [1] |
transponering [1] |
Trends in International Mathematics and Science Study (TIMSS) studies [1] |
Triggers for change [1] |
Tutorials [1] |
Tutoring [1] |
twenty-first century [2] |
Ubuntu [2] |
ubuntu [1] |
Uitbeelding van landskap [1] |
Uitkomsgebaseerde onderwys [1] |
unconscious curriculum [1] |
under-qualified teachers [1] |
under-qualified teachers and unqualified teachers [1] |
under-resourced communities [1] |
Undergraduate student teachers [1] |
underperforming school [2] |
underpriviledged communities [1] |
understanding [2] |
uniqueness [1] |
unity [1] |
universality [1] |
universiteite [1] |
University [3] |
university [1] |
University of Dayton [1] |
university residence [1] |
University teacher [1] |
university-school partnerships [1] |
Univesity of Pretoria [1] |
unqualified teachers [1] |
Validity [2] |
Value judgement on teaching practice [1] |
Value of teaching practice [1] |
Value-gap [1] |
value-gap [1] |
Value-vacuum [1] |
value-vacuum [1] |
values [5] |
values-based practitioner self-enquiry [1] |
values-based self-enquiry [1] |
Van Rooyen, Engela: Met ’n eie siekspens [1] |
variety [1] |
variëteit [1] |
vascular reactivity [2] |
Verbandsmerkers and Voegwoorde [1] |
vergelykende internasionale perspektiewe [1] |
vergifnis [1] |
vergifnisonderwys [1] |
verhouding: mens en natuur [1] |
vertaling [1] |
vervlegte leer [1] |
video annotation [1] |
visionary leaders [1] |
Visual methodologies [1] |
visual methodologies [1] |
Visual participatory methodology [1] |
visual programming language [1] |
vocabulary [1] |
vocational education [1] |
volwasse leer [2] |
voorgeskrewe werk/boek/roman [1] |
vulnerable [2] |
Vulnerable groups [2] |
Vuurklip [1] |
waardes [2] |
Web 2.0 technologies [1] |
web-based technologies [1] |
Web-Based Technology [1] |
Well-being [1] |
well-being [1] |
werkgeheue [1] |
werkswinkel [1] |
Western-positivist culture and Westers-positivistiese kultuur [1] |
wetenskaponderwys [1] |
Whole-school development [2] |
Whole-school evaluation [1] |
within-case analysis [2] |
women’s empowerment [1] |
woordeskat [1] |
Word Problem Solving [1] |
work beliefs [1] |
work design [1] |
work retention [1] |
work-integrated learning (WIL) [1] |
Workload demands [1] |
workplace bullying [2] |
workplace learning [1] |
workshop [1] |
world-class university [1] |
world-systems analysis [1] |
Writing apprehension [1] |
writing instruction [1] |
year groups [1] |
Young learner [1] |
Youth [6] |
Youth resilience [1] |
Youth Rugby [1] |
Youth Unemployment [1] |
youth unemployment [1] |
Zimbabwe [1] |
“andersheid” as eienskap van die mens [1] |
“otherness” as a human quality [1] |