ISSN: 2519-5670
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School principals’ leadership in managing low and high performing teachers: A South African case study TERESA AUMA OGINA
School climate: Perceptions of teachers and principals LEENTJIE VAN JAARSVELD AND KOBUS MENTZ
Social networking as teachers’ innovative mode to enhance teaching: A case study of teachers in Bojanala District North-West Province ABUENG RACHAEL MOLOTSI
Blended learning as an approach to foster self-directed learning in teacher professional development programmes GERDA-ELISABETH WITTMANN AND JAKO OLIVIER
Tutor experiences of online tutoring as a basis for the development of a focused tutor-training programme LETSELA B. MOTAUNG AND RODWELL MAKOMBE
The relationship between irrational beliefs, socio-affective variables and secondary school learners’ achievement in mathematics GARFIELD BESTER AND MOSES KUFAKUNESU
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VOLUME 16 (2) / 2021
Perceptions of Management Accounting students at postgraduate level about 'lectorials' LUNGELO NGOBESE, THANDOKAZI DLEPHU, DANIELA ALETTA ERASMUS, MICHAEL KOCK AND LUCA BOTHA
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Added benefits: Is additional training sufficient to maximize effectiveness for teachers of reading? KELLIE STEINKE AND ROSEMARY WILDSMITH-CROMARTY
85.
Using blended-learning strategy in mathematics to strengthen the teaching of geometric 2D shapes and their properties to primary 6 learners MARTIN CHUKWUDI EKEH, ROY VENKETSAMY, EUGENE CHUKWUEMEKA UNAMBA AND NGOZI JOYCELINE UGOCHUKWU
148.
Practitioners’ Corner The role of a Writing Centre in a South African university of technology (UOT) NICOLLE CHIDO MANJEYA
THE INDEPENDENT
Formerly The Journal of Independent Teaching and Learning