Zobrazeno 1 - 10
of 41
pro vyhledávání: '"Foundation phase teachers"'
Autor:
Conway, Miché
The purpose of this exploratory case study was to explore and describe foundation phase teachers’ viewpoints on the viability of response to intervention (RTI) in their school context. The conceptual framework supporting this study was guided by so
Externí odkaz:
http://hdl.handle.net/2263/79218
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
Valerie Ramsingh
Publikováno v:
South African Journal of Childhood Education, Vol 10, Iss 1, Pp e1-e10 (2020)
Background: In the foundation phase, division is split along the lines of grouping (quotition) and sharing (partition). Curriculum and Assessment Policy Statements (CAPS) recommends that representations such as drawings, concrete apparatus, and symbo
Externí odkaz:
https://doaj.org/article/8ebb350486984a25abbb37116c16ea45
Publikováno v:
South African Journal of Childhood Education, Vol 10, Iss 1, Pp e1-e11 (2020)
Background: Attention deficit hyperactivity (ADHD) disorder is a common childhood neurodevelopmental disorder. The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role
Externí odkaz:
https://doaj.org/article/e50a9e3b5d0847e4869d60a0a351ad33
Autor:
Murunwa Dagada
Publikováno v:
South African Journal of Education; Vol. 42 No. 1 (2022): Supplement 1
The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::902c4bef36b2a0635358f8c171b8c7f0
https://doi.org/10.15700/saje.v42ns1a2219
https://doi.org/10.15700/saje.v42ns1a2219
Autor:
Nadine Petersen
Publikováno v:
South African Journal of Education, Vol 37, Iss 2, Pp 1-9 (2017)
This paper explores novice foundation phase teachers’ descriptions of their experiences in the liminal stage between being a student teacher and entering the professional world of the early grade classroom. The term “liminality” was popularised
Externí odkaz:
https://doaj.org/article/19dfffe18b824ebf98d25d8529cad196
Autor:
Donna Hannaway
Publikováno v:
South African Journal of Childhood Education, Vol 9, Iss 1, Pp e1-e10 (2019)
Background: As technology today is pervasive, this study seeks to examine how technological changes influence Foundation Phase learners, specifically the impact of technology on teaching and learning. Aim: This study establishes professional perspec
Externí odkaz:
https://doaj.org/article/43c9ea40611c45ab8796434e7b9e6e07
Autor:
Tosi, Vanessa Doris
The purpose of this study was to explore foundation phase teachers' perceptions of the way in which supportive school environments are being created for children from same-sex parented families. It focused specifically on how foundation phase teacher
Externí odkaz:
http://hdl.handle.net/2263/60985
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Publikováno v:
South African Journal of Childhood Education, Vol 5, Iss 1, Pp e1-e22 (2015)
The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers ac
Externí odkaz:
https://doaj.org/article/668d659fc5df4ecdb9a77f3f815a8a18